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The aim of this study is to examine the development of self-regulated learning (SRL) of university students in an EFL course via Flipped classroom through a novel measurement roadmap. Microanalytic techniques were used throughout the process rather than students' perceptions at a given moment. SRL skills scores are reported as well as sample testimonies from students as qualitative data used to explain the analytic measures. The study was conducted with 12 students studying at a public university and lasted for 6 weeks. A new system FCMWEB is designed throughout to monitor online SRL development taking Zimmerman (2008) SRL model as a basis. While the forethought phase was monitored in the online sessions and the performance and self-reflection phase were associated with the face-to-face sessions. Records from FCMWEB as microanalytic, worksheet, observation notes and self-reflection form were used as data collection tools. During the study, the sub skills of forethought phase, self-reflection phase and performance phase are analyzed and validated through students' perspectives. The developments in the skills of the forethought and self-reflection phases were between sufficient and advanced levels. The performance phase was mostly sufficient, but also included poor and advanced levels. The results provide implications for course designers and instructors who desire to provide a better flipped classroom experience in EFL for university students. [ABSTRACT FROM AUTHOR]

This paper proposes a personalized teaching strategy based on Total Physical Response (TPR) to acquire new words. TPR combines target language items with semantically corresponding gestures conducive to learners understanding and memorizing them by repeatedly executing commands from their teachers. One limitation of TPR is that it does not allow students any freedom to creatively execute an order in ways that seem to be more interesting and meaningful to them. To address these disadvantages, we have integrated the TPR teaching strategy with a personalized teaching strategy. The participants of the experimental group (EG) performed their movements creatively; they integrated the movements with the target words to produce video productions. The participants in the control group (CG) followed the dance video supplied with the textbook. The results of the study demonstrated that the personalized TPR teaching strategy is effective and helpful for recalling the meaning of English vocabulary for higher-level students. The results of this study can benefit K-12 teachers to determine and incorporate best TPR practices for students of different levels. Plain language summary: The purpose of this paper is to propose a personalized teaching strategy that combines Total Physical Response (TPR) with creative movements to acquire new words. The aim is to improve vocabulary learning and recall for higher-level students. The study integrates TPR with personalized teaching strategies. In the experimental group (EG), participants performed creative movements and produced video productions that integrated the movements with target words. In the control group (CG), participants followed a dance video provided with the textbook. The study compared the effectiveness of the personalized TPR strategy with the traditional approach. The results of the study demonstrate that the personalized TPR teaching strategy is effective and helpful for recalling the meaning of English vocabulary for higher-level students. The integration of creative movements and personalized video productions enhanced vocabulary development. The findings of this study have broader implications for language educational techniques. Incorporating personalized TPR practices can enhance vocabulary development and improve student performance. K-12 teachers can benefit from these results to determine and incorporate the best TPR practices for students of different levels. One limitation of TPR mentioned in the paper is that it restricts students' freedom to creatively execute orders in more interesting and meaningful ways. Additionally, the study selected a limited number of target words due to availability and time constraints, which suggests the need for larger database studies to ensure the validity of the approach. [ABSTRACT FROM AUTHOR]

In an English as Foreign Language context like Saudi Arabia, university business students face a difficult challenge to speak in English and to understand what is spoken. The students don't have the opportunity in their daily life to listen to native speakers in or outside the classroom, but they are expected to listen to the text book audios in the classes spoken by the native speakers of English. Therefore, the difficulty rises in Listening and Speaking Skills Course as the students are not exposed to the British accent. In order to solve this problem, the researcher used YouTube videos spoken by the native speakers in the experimental group, and the control group just had the normal practice of listening to only the textbook audios. The researcher adopted quasi-experimental design with pretest and posttest in both control and experimental groups and analyzed the performance of the students using SPSS and Excel. The study proved that the results of experimental group improved significantly in their listening comprehension skills and performed better in their presentations than the control group. In the English as Foreign Language contexts, where business students fail to have exposure to the native accent of English, YouTube videos can make a great contribution in improving their listening and speaking skills. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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.)

The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs. [ABSTRACT FROM AUTHOR]

Copyright of Humanities Journal of University of Zakho (HJUOZ) is the property of Humanities Journal of University of Zakho 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.)

To learn English language and communicate in different contexts successfully, English language students need to learn about the culture of English native speakers in spite of mastering the linguistic knowledge of the language. Indeed, culture shapes the language just as it shapes the life of its speakers. However, it is unknown whether students are aware of the role of culture in the language learning process and in case they are aware, it is still not evident how they learn about the culture. To learn about these two aspects, the current study explores undergraduate students’ awareness in this regard. It uses a four-Likert scale questionnaire to elicit answers from 45 EFL junior students in English Department. The results demonstrated that the majority of students are aware of the role of culture on English language learning and they use different methods to learn about the culture. Their awareness can be exploited to make culture part of English language teaching programs at universities.

As online assessment is a rather new phenomenon, available research regarding it is limited, and most of the research in literature today examines the views of students regarding online assessment as they are one of the most important stakeholders of exams. On the other hand, although they are the basic users and practitioners of the system, studies on the views and perspectives of instructors on online assessment in the context of English as a foreign language (EFL) are limited in number. With these concerns in mind, this study aims to explore English instructors’ perspectives of online assessment in tertiary educational institutions in Turkey with regard to their general views on online assessment, along with their views on affective factors, validity, reliability, security, practicality, and the impacts of online assessment on teaching and learning. In this descriptive study, the data were collected from 302 English instructors working at English preparatory schools in various universities in Turkey through a background questionnaire and the Student Perceptions of e-Assessment Questionnaire (SPEAQ). The results show that instructors' overall perspectives on online assessment are neutral.

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies 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.)

With the rapid development of Artificial Intelligence, automatic writing evaluation (AWE) has received much attention from English Foreign Language (EFL) writing teachers. However, the obstacles and potential problems of integrating AWE in EFL writing instruction have yet to be explored. Scholars have indicated that the effectiveness of AWE in EFL writing instruction depends on the learners' depth of reflection. Hence, this study proposes a learning approach that integrates AWE and peer assessment (PA) based on the knowledge-building theory, with the expectation that learners will be able to strengthen their reflections on AWE feedback through PA, and thereby improve their EFL writing performance. To examine the effectiveness of the proposed approach, a quasi-experiment was conducted in a university EFL writing class. One of the classes (33 students) was the experimental group using the PA-AWE approach, and the other class (31 students) was a control group that studied using the conventional AWE approach (C-AWE approach). Findings revealed that the PA-AWE group outperformed the C-AWE group regarding EFL writing performance, learning motivation, critical thinking, and reduced EFL writing anxiety. In addition, a thematic inductive qualitative analysis of the interview data indicated each approach's benefits and learning conceptions. [ABSTRACT FROM AUTHOR]

The use of educational technologies in English language teaching (ELT) has become widely accepted in the post-pandemic era, and, for better or worse, some of these technologies rely on artificial intelligence (AI). As an area of technological growth and increasing financial investment, we are likely to see more AI-driven technologies in teaching and learning in the post-pandemic ELT world. We are currently in the stage of 'weak' AI, which typically performs restricted tasks within specific domains relatively well. However, 'strong' AI, equivalent to human intelligence, is the long-term goal, and although this is no more than a theoretical construct at present, we can expect 'stronger' AI to emerge over time. ELT will not be immune to this development, and it behoves us as language teachers to be familiar with AI's current benefits and challenges, so that we can better prepare for that future. This article describes how AI is currently used in ELT, and explores some of the opportunities and challenges that AI can provide for learners, teachers and institutions. Ethical issues such as collecting learner data, surveillance and privacy are considered, as well as learner wellbeing and the digital literacies that teachers and learners will need to develop to co-exist in a brave new world of educational AI. Chatbots are examined as one example of AI-driven technology for language learning. There are of course many more, such as machine translation, intelligent tutoring systems and automated writing evaluation to name just a few; however, a detailed consideration of these is beyond the scope of this article. [ABSTRACT FROM AUTHOR]

This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

The researchers would like to combine theories from Tomlinson and Buku Saku Tanya Jawab Kurikulum Merdeka that never been done previously by analyzing the feasibility features of a textbook entitled English for Junior High School Students: Pragmatics Based designed by the researchers themselves as an R & D product of the research. The study can make a valuable contribution to the field of education by providing insights into the development of a new textbook that focuses on pragmatics. It employed a descriptive qualitative research design with the designed textbook for seventh-grade students as the research object, then analyzed using two theories mentioned previously. Based on the findings, the textbook fulfills sixteen criteria proposed by Tomlinson. It can be utilized as a supplement to the study findings and as a learning tool in the classroom as well as this research contributes to Kurikulum Merdeka while also meeting the needs of teachers and students. The combination of viewing and presenting activities can enhance students' comprehension of English as well as their speaking, listening, and idea-organizing abilities in the language. Both viewing and presenting must be seen in the English learning curriculum as crucial skills that complement one another and must be taught in an integrated way. The textbook is also equipped with audio and videos accessed via Android and iOS. Based on those findings, the textbook contributes to the latest curriculum that is Kurikulum Merdeka as a valuable supplementary textbook. Therefore, there are opportunities to conduct additional research on this topic. [ABSTRACT FROM AUTHOR]

Copyright of Ñawi: Arte, Diseño y Comunicación is the property of Escuela Superior Politecnica del Litoral 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 study uses a descriptive narrative approach to critically analyze the evidence and findings from the recently published literature. The results indicate that explicitly stating the Intended Learning Outcomes and planning are essential for practical English Language Teaching and Learning and are critical for effective English Language Learning. Findings suggest that adopting specific instructional strategies such as graphic organizers that record what students know, what they want to know, and what they have learned significantly improves communicating Intended Learning Outcomes to students and, thereby, activating their schema for language acquisition and cognitive and affective engagement in learning. The study recommends further conducting a systematic scoping review providing suggested strategies that improve students' engagement in the assessment process. It also provides an overview of learning motivation theories and highlights their direct bearing on achieving Intended Learning Outcomes during the learning process. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the perceptions of English teachers regarding the adverse effects of teaching English as a Foreign Language (EFL) in China, as well as their proposals for improving EFL instruction in the country. By exploring the views of experienced English teachers, this study provides valuable insights into how English as a Foreign Language pedagogy can be improved in China and other countries. The main research question is about the adverse effects of teaching English as a Foreign Language in Chinese higher education and the ways to improve its instruction. A thematic analysis of semi-structured interviews was conducted on a sample of 20 English teachers who possessed substantial experience teaching in Chinese higher education institutions. The participants' teaching experience ranged from 3-20 years (SD = 5.3). The analysis involved the establishment of concordant codes and sub-codes, with the aid of two researchers and an external expert, to ensure the reliability and validity of the results. The findings showed that the teachers attributed English as a Foreign Language learners' English deficiencies to the English teaching curriculum, self-directed learning, and the education system. Finally, the teachers suggested that self-directed learning skills and self-regulation were crucial for effectively applying language in authentic contexts. These findings have implications beyond China and are expected to enhance English pedagogy in other English as a Foreign Language countries. Thus, this research may contribute to improving the effectiveness of English teaching in China and other countries by providing a deeper understanding of the challenges and potential solutions associated with English as a Foreign Language instruction. [ABSTRACT FROM AUTHOR]

Most academic researchers argued that learning English necessitates a number of components to effectively enhance the learning process. The major components that are highly demanding are mainly motivation and attitude. This study aims to check upon the significant role of the previously mentioned components in learning English as a foreign language and to check whether motivation and attitude are highly required for an efficient learning process. For the data collection procedure, a google form questionnaire was designed and distributed to respondents through the social media applications, such as WhatsApp, Facebook and Messenger too. The respondents of this study are Moroccan university students affiliated to Moulay Ismail University in Meknes in Morocco, more precisely the Faculty of Letters and Human Sciences as well as the Faculty of Sciences in Meknes in Morocco. For the research outcomes of the study, respondents were aware about the requirement of enhancing their level in English. They held an encouraging attitude towards the language. They illustrated that they have become tolerant and open-minded in their process of learning. They also assumed that English is a global language and they are studying it for various reasons, such as passing exams successfully, delivering talks and publishing articles in internationally indexed journals, and settling in a foreign country whose English is the mother tongue of its native speakers. Consequently, they are adopting intrinsic/extrinsic and instrumental/integrative motivation clusters. Likewise, they argued that they ought to practice the language inside and outside the classroom setting to become fluent in English; otherwise, it will be hard for them to achieve an excellent level in the learning process. At last, it can be deduced that students’ motivation and positive attitude are tremendously relevant for an effective learning process of a foreign language.

Feedback, further known as assessment in this research, is critical to learners’ growth and learning. This study is grounded in verbal and written peer experiences acquired throughout peer evaluation in a multilingual context. This study aims to determine the problems of Grade 11 EFAL learners with peer assessment and how to develop peer assessment practices in a multilingual setting at the high school level. There were 27 learners in the class. Designated three learners gave three demonstrations on various matters premised on a requisite Grade 11 literature set book and were graded by their classmates. The perspectives of the learners who were assigned to work in groups were elicited by requesting them to respond to open ended questions in writing after their classmates’ presentations. According to the findings, some peer assessments can be subjective depending on the bond between the assessor and the assessed. The learners had a natural feeling of inadequacy in their assessments. When giving feedback in a multilingual setting, it becomes important to give it in a language they are most comfortable with. Similarly, helping students relate new information from peers to the knowledge that they already have helps them to understand and organise information in meaningful ways.

The practice of physical activity and sport (PAS) is an excellent educational tool for the development of sustainable attitudes in students. In addition, the service-learning (SL) methodology is recognized as an educational proposal that combines learning and community service processes where the participants learn while working on real needs of the environment. The present study aims to analyse the effects of a SL program in university students of Physical Activity and Sport (PAS) area based on an intervention of plogging in Melilla (Spain). Moreover, these students have the opportunity to interact at the same time with female foreign unaccompanied minors (FUM) through the use of English as foreign language (EFL). A parallel two-group, longitudinal (pre, post) design was used with an experimental group and a control group. The effects of the intervention were assessed with the impact of service learning during initial training of PAS questionnaire (SLPA) and the Prosocial and Civic Competence (PCC) questionnaire. Data showed that plogging intervention produced changes in the S-LPA and in PCC questionnaire. Posteriorly, correlation analysis revealed a negative moderate correlation between professional skills of S-LPA questionnaire and prosocial leadership of PCC questionnaire (r =-.41, p= .011) that was better explain with a regression analysis (p = 0.01, adjusted r 2 = 0.14). An 8-sessions of the service learning program had a positive impact on S-LPA and PCC questionnaire of university students' participants. In conclusion, the use of SL program reflected in plogging intervention can help achieve high level of physical activity in favour of a healthy lifestyle in university students. [ABSTRACT FROM AUTHOR]

IntroductionLiterature to date indicates that constructive, timely, and personalized instructor feedback to student work boosts their academic performance. Peer feedback has been investigated extensively for the past three decades and has demonstrated its effectiveness where students were trained to give quality feedback. Little, however, is known about the use of feedforward as a strategy that focuses on future assignments and paves the way to improved performance.MethodsThis study followed an action research design using a mixed-method approach to examine the impact of feedforward on developing pre-service teachers’ performance on two main skills: critical thinking and academic writing. The teacher researcher followed the same cohort of 14 Emirati pre-service teachers’ over two semesters and used a pre- and post-test to collect quantitative data and a survey to collect qualitative data. Findings in this research study reveal that when using feedforwarding on the same cohort of 14 pre-service teachers over the period of two academic semesters, their scores on the post-test for the two skills improved.ResultsThis new strategy promoted their motivation to improve their performance on the next task and enhanced the quality of their work. Findings also highlight potential reasons that inhibited the participants’ ability to create rich assignments that include content-specific vocabulary and to make connections with the course content.DiscussionThis study implies for curriculum designers at the K-12 level to integrate authentic tasks that engage students with real-world problems and train them on inferring information as a scaffold to the development of their critical thinking skills.

Since its independence, the Indonesian government has recognized English as one of the most important international languages for communication. As a result, the government has suggested that English become a mandatory subject in Junior High School. According to Nurkamto (2003), English is taught and utilized as a foreign language in Indonesia (FL). Bahasa Indonesia is our native or first language (L1). As a result, the teachers' perceptions of using L1 in the classroom are more appealing to discuss. The qualitative case study approach was employed in this study to evaluate teachers' perceptions about the use of LI in the EFL classroom. The researcher employed interviews to collect data for this study. The interview was conducted once in order to obtain information on the teachers' perceptions about the use of L1 in the EFL classroom. Because they had been teaching for several years, the researcher selected three English teachers from SMP NEGERI 3 Muncar to participate in this study. They also have a lot of experience attending workshops and seminars to further their professional growth. In assessing the data, the researcher used Creswell's (2012) model. [ABSTRACT FROM AUTHOR]

This paper describes one of the embodied resources language teachers use to pursue a response from students: placing one hand behind the ear in an Ear Cupping (EC) gesture. The data analyzed are taken from over 20 h of English as a Foreign Language (EFL) classroom interaction video-recorded at a Japanese university. The paper explores how teachers use EC to pursue a response in cases when a Second-Pair Part (SPP) contribution from the student(s) is sequentially and temporally delayed, missing or inapposite. The findings suggest that the use of the EC gesture to pursue a response demonstrates the teachers' orientation toward a normative understanding that a question posed within the classroom should be answered, even when a specific respondent has not been nominated. The analysis therefore reveals that the gesture constitutes an embodied means of monitoring intersubjectivity and increasing engagement in large groups of language learners. [ABSTRACT FROM AUTHOR]

Video materials are used more frequently in English as a foreign language (EFL) classes since they are perceived to be effective. However, using video materials is challenging because it requires EFL teachers’ abilities to determine the videos' suitability for their learners. As a result, this study was conducted qualitatively to listen to language learners’ voices about using video materials in their English classes. There were six hypotheses related to the use of video materials in the Vietnamese context. Fine focus-group interviews were organized to collect data from 25 English students learning in a tertiary institution in the Mekong Delta of Vietnam. The data revealed that Vietnamese students perceived using video materials to be effective. The animated videos with beautiful sounds helped improve their learning motivation. Regarding the existence of video materials on various online platforms, the students could learn outside the classroom as well as increase their learner autonomy. However, to integrate video materials into classroom activities, English teachers were required to have sufficient abilities to choose the appropriate videos for their learners. As a result, the study proposed several practical implications for educators who would like to use video materials in their classrooms.

Writing anxiety leads to poor writing performance among learners as it hinders their writing. This study investigated the level, types, and causes of writing anxiety among Afghan EFL students. A total of 133 undergraduates was selected as the respondents. The study used a quantitative research method and the data was collected using a questionnaire derived from Second Language Writing Anxiety Inventory and Cause of Writing Anxiety Inventory. Both descriptive and inferential statistics of SPSS were used to analyze the data. The findings of the study indicated a moderate level of writing anxiety, with cognitive anxiety as the dominant type of writing anxiety. In addition, the inferential analysis showed no significant differences in the level of writing anxiety across gender and their years of study. However, a statistically significant difference was found among students from different backgrounds who possessed different English proficiency levels (beginner, intermediate, high-intermediate, and advanced). Moreover, linguistic problems, time pressure, the pressure to be perfect, and the fear of teachers’ negative evaluation were discovered to be the leading causes of writing anxiety. Finally, it is believed that the findings of this study may provide several implications for practitioners in this field to be more aware of students’ writing anxiety in English class. It may alert them of the negative effects of writing anxiety and they may try to make the class as stress-free as possible to improve students’ performance in writing.

Intracultural learning has been neglected in English curricula in Taiwan since textbooks as an important learning resource have been mainly focused on English linguistic content and developing students' language skills and and target culture to develop students' language skill. This study investigated how making VR content helped students enhance their intracultural learning. This study engaged 60 advanced Taiwanese EFL college students in VR content making. The results demonstrated that students developed better intracultural awareness through the features of VR technology including panorama, audio, interaction, and structuring. Further discussions were provided to explain how each of these four features enhanced students' local cultural learning. [ABSTRACT FROM AUTHOR]

The present project examined foreign language anxiety (FLA) and self-confidence experienced by bilingual and multilingual tertiary students in Saudi Arabia who were learning English as a Foreign Language (EFL). The study involved 354 students (163 bilinguals and 191 multilinguals) recruited from public Saudi universities. Participants answered the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, and Cope 1986, "Foreign Language Classroom Anxiety." The Modern Language Journal 70 (2): 125–132). Results of an exploratory factor analysis (EFA) identified two dimensions underlying FLA: 'English class performance anxiety' and 'confidence with English' Analyses of the data revealed that the bilingual students experienced more FLA than their multilingual peers; however, they also experienced more self-confidence. The present study provides empirical evidence of the role played by multilingualism in the Saudi context in terms of FLA and self-confidence. [ABSTRACT FROM AUTHOR]

There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if implementing explicit spelling instruction, based on a direct comparison between L1 Dutch and L2 English spelling, facilitates the development of spelling skills of dyslexic learners in English as a Foreign Language. The participants were 40 Dutch-speaking secondary-school students independently diagnosed with dyslexia (age 12–14). Twenty participants attended their regular English lessons (comparison group), whereas 20 other participants received explicit contrastive spelling instruction once a week for eight weeks (intervention group). The results reveal that during the eight weeks of the intervention spelling skills of the intervention group developed faster than those of the control group, and they remained at the same level five weeks after the intervention. These findings suggest that even a relatively short intervention based on explicit instruction of spelling rules and cross-linguistic comparisons has a facilitative effect on the development of spelling skills of students with dyslexia in a foreign language. [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 current literature on foreign language teaching, it has become clear that having the requisite ability of intercultural communicative competence (ICC) to be aware of different cultures, respect them, and interact with people from different cultures is crucial. Language is connected to culture and societies, in which people need to communicate with one another. English as a lingua franca provides a means of communication among different cultures. Thus, English as a foreign language (EFL) teaching classes offer perfect situations to foster ICC. From this viewpoint, this article gives an account to raise awareness of ICC in EFL settings by explaining ICC and its relationship with language, describing the significance of ICC, and illustrating some suggestions in the literature for the enhancement of ICC in EFL classes. This paper seeks to improve EFL teachers’ understanding of intercultural communication and to help them with their classroom practices.

This project aims to investigate the relationship between English as Foreign Language (EFL) students' research skills, critical thinking skills, and engagement with technology or their digital literacy. EFL students' research competence is expected to support their academic performance on writing papers and assignments. It also demands the development of their critical thinking skills. Their engagement in technology involves the use of social media, online networks, and the use of several applications. This study takes the sample of EFL students from two institutions, namely UIN Malang and IAIN Kediri, Indonesia, to see whether there is a similar performance in both Islamic higher education institutions in terms of students' online research competence, critical thinking skills, and similar trend on the engagement with technology. The data collection method covers questionnaire and quiz. This result demonstrates a significant correlation between research competence and digital literacy. Concerning the insignificant relation between digital literacy and critical thinking, it proves that the digital literacy does not always automatically support the enhancement of critical thinking skills. Understanding the relationship between online research competence, critical thinking, and digital literacy is a crucial step in developing Indonesian EFL teaching syllabi and material supporting students' academic success in higher education context. [ABSTRACT FROM AUTHOR]

The present work discusses the (trans)cultural training in the teaching-learning process of a Teletandem interagent in the context of URCA's Teletandem program, which took place through the partnership between URCA and Georgetown University. The discussion focuses on the interagent's experience report analysis and is theoretically guided by the work of Funo (2015), a study that portrays the issues of cultural identities presented in mediation sessions, thus aiming at understanding the correlation between transculturality and the role of the mediator. It also uses the work of Telles, Zakir and Funo (2015), since the article addresses cultural learning through an interaction session between a Brazilian and an American showing the methodological procedures of the program in this relationship, mirroring the empirical relationship presented in this article. Thus, this work is based on excerpts analyzed and taken from reports that were produced with Teletandem interaction sessions, whose main objective aimed to demonstrate, how this process contributed to the transcultural training of the interagent. The initial hypothesis of this study is that the teaching-learning process of the individual interagent in Teletandem developed language skills and contributed to his cultural training. [ABSTRACT FROM AUTHOR]

The aims of research wa s to know the implementation of Software kahoot in teaching learning process and whether Software kahoot could be effective tool for enhancing student's achievement on vocabulary mastery and students reading achievement on reading skill, at last, to know about response of students when applying Software kahoot in teaching learning process. The researchers used qualitative research b y implementing mixed method by using classroom action research. The results show that the use of Software kahoot using observation form in student's activity and teachers' activity of 82% from 80% based on that percentage the using of Software kahoot in learning activity is very good. Through various data in tests, it is proven probability number (1.00) is more significant in the t-table (0.05) which refers to the number 62 degrees of freedom. The value of t refers to the numeric number shows the number smaller than the t table in the range of (1,000 <2,000). The alternative hypothesis (H1) proves the rejected results and the null hypothesis (H0) gives a tendency to be accepted. Thus, it can be said that the probability value is small (0.04) from significance level of t-table (0.05). The result of the posttest reached 83 from the Minimum Mastery Criteria (MMC) 75. The secondary data were questioner showed that Software kahoot is able to increase students' comprehension in reading activities by 76.3% and increase vocabulary mastery by 77.4%. [ABSTRACT FROM AUTHOR]

Students across the globe attend universities in Malaysia, especially from Africa and Asia. Therefore, in the attempt to harness their performances in language skills, English Intensive Course (EIC) is emphasised and made compulsory to the newly admitted international students, especially those from the countries that use English as a Foreign Language (EFL). Nonetheless, majority of the EFL students encounter challenges in English Writing Tasks (EWT). To understand the extents of using translation strategies before writing English Essays during EIC program, this paper purposively sampled 50 EFL students of various nations in Universiti Utara Malaysia (UUM). The selected participants were administered Writing Strategy Questionnaires (WSQ) and analysed using SPSS. The paper indicates negative results as most of the EFL students were not writing bits of the text in their native languages before translating into English during Essay Writing, having 38% validation of “never true” as the most frequent feedback. On the other hand, the paper indicates positive results on EFL students writing a difficult word on their native languages and subsequent search for appropriate English equivalent, with 32% validation of “usually true” as the most frequent response and 88% cumulative. The results suggest that, although the EFL students are aware of the significance of translation strategies, but lack engagement in the writing bits of the text in their native languages before translating into English. The results also implied that the UUM EFL International students are normally confident of using their initial knowledge and what they have been taught during the EIC program in the attempt to maintain their writing standard. [ABSTRACT FROM AUTHOR]

In language learning, students learn through interaction with the teacher, the other students, and with the study material, to build language skills. What happens to interaction opportunities when learning goes online? In an online classroom, collaboration is difficult to achieve due to lack of physical proximity among the participants. This paper explores the problem of online collaboration between teachers and students in English as Foreign Language (EFL) classroom with the empirical focus on the role that video cameras play in online collaboration. We argue that cameras, although being contested as a pedagogical tool, should be seen as an important 'proximity tool' that helps foster collaboration by bringing learners and teachers 'closer'. We theorise 'collaboration' via the social constructivism lens and argue that collaboration as being 'close' echoes in the digital sense with 'being with' and is core for developing an ecology of virtual collaboration. We draw on the online survey data from foreign language students and language instructors in one Russian research-intensive university, who were asked how they use cameras online. Quantitative and qualitative methods of data analysis have been used to identify key patterns and emerging themes. The key findings of the study are that 1) cameras could be an important aspect of fostering collaboration online; 2) there is a tension in relationships between students, teachers, and study materials; 3) students and teachers differently perceive the need to use cameras, which may limit opportunities for online collaboration; and 4) while students feel more comfortable when all the other participants turn their cameras on, many do not see turning cameras on for themselves to be important. The paper concludes with a discussion of how camera use can foster online collaboration between teachers and students. Practitioner Notes 1. Transition to online learning is a challenge for teachers and students, which may disrupt their understanding of collaboration. 2. Collaboration online should be reconsidered with regard to the notion of 'being with others' (Nancy, 2000), where proximity in an online environment is different for all singular beings. 3. Teachers' and students' perceptions about the role of cameras in online collaboration can 'clash', which is not always transparent. 4. It may be useful to encourage students and teachers to seek ways for online collaboration, for example, by undergoing specially designed workshops that will help them recognise the importance of fully engaging online via technology and ways of doing this. 5. Teachers, in collaboration with students, should set up guidelines for camera use and develop specific strategies that will better create opportunities for collaborative learning. [ABSTRACT FROM AUTHOR]

Computer-mediated learning initiatives have recently increased due to the novel coronavirus pandemic. Implications are thus created for self-regulation, learning and achievement as computer-mediated learners face unique motivational and metacognitive demands. The current research uses a serial mediation approach to test the effect of goal orientations and the mediatory role of learning strategies on achievement among 195 Japanese university students on a 24-month computer-mediated English program. The tested model shows a good fit to the data and accounts for 28.5% of the achievement variance. Direct effects are observed between a performance-approach orientation and achievement. Mediation effects are also observed between a performance-approach orientation and achievement via a strategic approach to learning. In contrast, the effect of a mastery orientation on achievement is mediated via a strategic approach to learning. A mediated serial effect is also observed between a mastery orientation and achievement via a deep and strategic approach to learning. The challenges facing teachers and students of computer-mediated learning solutions in English as a foreign language (EFL) education and the importance of providing an informed experience that facilitates, supports and rewards adaptive motivations and approaches to learning are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the online English information searching strategies (OEISS) used by university students studying English as a foreign language (EFL). Students’ background characteristics were also examined to determine whether they influence the students’ searching strategies. This study revised and used the Online Information Searching Strategy Inventory (OISS) developed by Tsai (2009). A survey questionnaire was administered to 537 university students recruited from 11 universities. The results indicated that the participants used OEISS at an average level. In addition, significant differences were found on how students used OEISS in developing their English reading ability, their purposes for online reading, and their time spent online. Moreover, contrary to previous findings, no significant difference was found between males and females in the use of OEISS. Lastly, the majority of students were found to avoid using disorientation strategies. This research provided information that compliments the present literature on OEISS for EFL university students.

This paper reports on an exploratory collective case study on three in-service English language teachers in Medellin, Colombia. The study aimed at creating a route for teachers to collaboratively construct their understanding of intercultural communicative competence through their involvement in a study group. Data were collected through recordings, interviews, and reflective logs, which followed a bottom-up analysis. Results evidenced changes in the participants’ views of culture, cross-cultural knowledge, intercultural stance, and understanding of intercultural communicative competence. As a conclusion, study groups materialized as an applicable tool for teachers’ professional development, which allowed participants to redraw their own initial beliefs and assumptions, fostering them to change professionally and in their praxis.

The authors consider key concepts in the system of language education in both Russia and the USA and analyze the language education programmes for secondary school students. In our research, we identify the factors that caused the reforms in the system of school education in the United States. These factors include the process of globalization associated with the change to the information society; the demography of the country; social demand; as well as variety of university associations, which set standards for professional teachers training programmes in higher educational institutions. These factors become popular in other countries as well as in Russia. The research reveals the main issues of effective implementation of bilingual and multilingual programmes in US schools from different perspectives. At a personal level, we do agree with the point of view of prominent American educators, that the activity, and, as a result, academic success vary from student to student. In a class, groups of students can differ significantly from each other, despite the existence of a single multilingual programme. In a school, the effectiveness of some schools in training multilingual and multicultural students with almost the same cultural background in identical learning environment is worth studying. Finally, in a broader sense, the effectiveness of the implementation of the bilingual and multilingual program is measured at the level of the municipal administrative body of education. Researchers are also interested in the content of the language studied. It is obvious that the basis of the content of education in the multilingual class is the study of language and culture. The main problem is the interaction of these two basic concepts in education.

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The collection of this systematic article was an attempt to show a survey of current activities in the field of error analysis in English language from 2012 to 2018 in Iran. In the country, English is being taught as Foreign Language from middle school. Khansir and Gholami Dashti (2014) mentioned that English accepted as language to pass in the examination. However, English system in this country often put on formal accuracy and teachers focus on the teaching of English grammar in their classes. Error analysis approach has been a widely discussed topic for more than 60 years over the world. However, all the findings of this paper from previous research works on error analysis can be good reasons in order to guide and help reduce such errors in the written language of Iranian students in EFL setting and the results of this work can also be used to as a guide for English learners over the world. This article identifies and presents the major reasons leading to the English written errors among the Iranian learners. Finally, it reports the effective strategies and suggestions for helping the students to improve their English language. The researchers of this study studied 178 papers in this process and 37 of the papers were relevant. [ABSTRACT FROM AUTHOR]

This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers. [ABSTRACT FROM AUTHOR]

All Multiple Intelligences (Ml)play different roles in the learning and in the teaching. In this regard, the present paper attempts to examine the multiple intelligence profile of students, especially sophomores (2nd year diploma students of English Language Teaching (ELT)) in Eritrea. The present study examines the role of MI in language learning through the latest version of the Multiple Intelligences Profiling Questionnaire (MIPQIII) that is based on Howard Gardner's (e.g., 1983,1999) MI theory. For the present study the participants were 80 sophomores (2 year students in ELT diploma) from the Eritrea Institute of Technology. Samples were selected using the non-probability sampling technique. To find the potential relationship between the types of intelligences statistical analysis was conducted in three phases. Primarily, internal consistency of the data was assessed through reliability analysis. Using SPSS, frequencies were computed in each demographical variables of the questionnaire. Correlation analysis was conducted to evaluate the internal relationship among the factors of multiple intelligences. Results show that the multiple intelligence factors such as Linguistic Intelligence, Logical-mathematical Intelligence, Spatial Intelligence, Bodily-kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence and NI- Naturalist Intelligence are having strong statistical positive significance between each and every factor of MI. [ABSTRACT FROM AUTHOR]

This study attempts to find out the challenges students' face in learning English as a foreign language when using E-learning system at University of Bisha. It also investigates whether using E-learning is beneficial to EFL students in their learning English to the degree anticipated. There are many challenges face both teachers and students during use E-learning. These challenges include academic, technological; and administrative challenges. The study sample included 36 teaching staff and 261 EFL students at University of Bisha - English department. To collect data required, the researcher developed questionnaires that consist of three domains for both teaching staff and students separately. The study results show that there are no significant differences between EFL students (males and females) of E-learning activities. Therefore, it argued that all domains of teaching staff and students' challenges could not predict academic achievement. The findings reveal that some factors such as academic, administrative, and technical challenges regarding E-learning were the main challenges of E-learning at University of Bisha. The results also show that students aware of the benefits of using E-learning. They perceive themselves as having a highly positive attitude towards E-learning in English. However, the main advantage can be used anywhere, anytime, and the E-learning system can adapt to the aims of improving communication and enriching students' learning experiences . [ABSTRACT FROM AUTHOR]