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Reflexive interpretation is a pivotal aspect of discourse comprehension, which usually reveals consistent challenges for Chinese EFL learners. These learners often breach the locality constraint of reflexive pronouns, exhibiting a persistent tendency towards optional reflexive comprehension. Recent research has demonstrated the effectiveness of the priming technique in altering biases among L2 learners in anaphora resolution. However, no existing studies have investigated comprehension priming in the context of reflexive interpretation among Chinese EFL learners. This study addresses this gap by conducting a sentence comprehension experiment with 36 high school students to explore the potential of comprehension priming in modifying L2 learners' reflexive interpretation biases and examining the persistence of the priming effect. The findings reveal immediate and cumulative priming effects, with no discernible effect observed after 1 week. The results suggest that comprehension priming can occur universally, even without lexical overlap, previously assumed to be a prerequisite. While the priming effect lacks statistical significance after 1 week, there is a numerical increase in participants consistently interpreting the target structure correctly. Thus, comprehension priming emerges as an effective method for L2 learners to internalize more abstract linguistic rules. Further research on comprehension priming across diverse L2 populations and language structures is warranted. [ABSTRACT FROM AUTHOR]

Despite the widespread use of Learner-Oriented Assessment (LOA) in (English as a Foreign Language EFL classes, concerns persist regarding its suitability for contexts such as Iran. Drawing on Carless's (SHE, 31:219-233, 2006) criteria for LOA, the present study examined the effectiveness of peer and teacher feedback in an academic writing course. To this aim, a total of 124 intermediate language learners who were homogenized in terms of language proficiency, based on the Common European Framework of Reference for Languages (CEFR), were randomly assigned to an experimental and a control group. A 12-session writing instruction course with specific writing tasks was developed. One group received feedback from peers, while the other group received feedback from the teacher. Findings revealed that peer feedback resulted in better writing in terms of language, content, and organization. It was also found that the peer feedback group could retain their learning in the long run. These findings underscore the effectiveness of peer feedback within the framework of LOA, particularly in teacher-directed settings. [ABSTRACT FROM AUTHOR]

Background: The process of revising writing has provided valuable insights into both learners' written output and their cognitive processes during revision. Research has acknowledged the emotional dimension of writing revision, yet no studies have delved into models that connect all of these domains. Given the interplay between these domains, it is crucial to explore potential associations between writing revision and writing quality in terms of emotions. Purpose: This study aims to shed light on the emotional shifts that occur as learners transition from a focus on form to an emphasis on content, refining fundamental aspects of writing revision, and investigating potential challenges and strategies. Methods: A total of 320 Chinese-speaking learners (188 female and 132 male) participated in weekly writing classes. We used subsequent investigation aimed to probe the specific writing revision practices contributing to both form and content revisions and semi-structured interview from collection, representation, marking, and stimulated recall to elicit participants' perspectives on various aspects, including the number of writing revisions, recurring errors, emotional processes, efficacy of writing revision, cognition of writing revision, attitudes towards writing revision, and emotional changes. Results: The findings reveal a positive correlation between writing revision and the quality of writing. EFL learners' rationale for revising centered on the imperative need to address new structural nuances or incorporate additional elements such as vocabulary, spelling, and punctuation. Additionally, form revision garnered significantly lower scores compared to content revision. Finally, EFL learners deduced the form revision governing target content through repeated revisions of the manuscript throughout the time points. Conclusions: The results indicate that the outcomes of form-focused revision or content-oriented approaches are linked to the quality of writing and contribute to the development of writing skills. Moreover, psychological processes assist English as a Foreign Language (EFL) learners in enhancing their self-efficacy in language acquisition. Implications: This study contributes to the existing body of knowledge by highlighting the importance of understanding the emotional dimensions of writing revision. The practical implications of these findings extend to both learners and educators, offering insights into how to enhance self-efficacy in language learning and teaching. [ABSTRACT FROM AUTHOR]

The present descriptive content analysis study aimed to analyse the activities of the Sunrise12 EFL textbooks based on Bloom’s Revised Taxonomy and quantify and classify the lower and higher order thinking activities. It also tried to determine the frequencies and percentages of these activities in the six levels of the cognitive domain including lower and higher-order thinking skills according to this model to assess the proportionate distribution of these activities within the textbooks. The results revealed an unbalanced distribution of the total lower and higher-order thinking activities in Sunrise 12, as well as the cognitive domains in both lower and higher-order thinking activities. The number of lower-order thinking activities was higher than that of higher-order thinking activities. Out of 459 activities, the frequencies and percentages of the former were 311 and 67.8, while the frequencies and percentages of the latter were 148 and 32.2. Therefore, Sunrise 12 EFL textbooks placed more emphasis on the lower-order thinking activities. Also, the frequencies and percentages of the first three cognitive levels, i.e., Remembering, Understanding, and Applying which refer to the lower-order thinking skills, were 118,25.7%, 156,34%, and 37,8.1%, respectively. The second three cognitive levels, including Analysing, Evaluating, and Creating which belong to the higher-order thinking skills, were 58, 12,6%, 64, 13.9%, and 26, 5.7%, respectively. Consequently, it was found out that there is unequitable distribution even among the included cognitive levels in each lower and higher order thinking activities. [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]

EFL teachers’ and 60 students’ perceptions of the knowledge needed to translate English proverbs into Vietnamese. The study used an online survey to collect the two groups’ responses. The survey used a five-point Likert scale ranging from 1 for strongly disagree to 5 for strongly agree. The results showed that most teachers were aware of teaching their students the necessary knowledge to help them translate English proverbs into Vietnamese. Similarly, most students were mindful of the knowledge required for translating English proverbs into Vietnamese, and they perceived that translating English proverbs was a demanding task. For an open-ended question, many valuable ideas regarding translating English proverbs to Vietnamese were collected and used as references for future proverbial translation teaching and learning. Suggestions and limitations of the study were also included. [ABSTRACT FROM AUTHOR]

The present study examines the effect of EFL teachers assuming the role of activists in promoting dialogues regarding the Sustainable Development Goals (SDGs) among university-level students. The study aims to quantitatively assess the influence of EFL teachers who adopt an activist attitude on the knowledge, involvement, and understanding of global sustainability concerns among a particular group of first-year students at the university level. These students, ranging from 19 to 22 years old, were native Arabic speakers from Saudi Arabia. Through a quasi-experimental structure, this investigation compares the results obtained from an experimental group, which undergoes an instructional regimen that integrates SDG-focused activism, to a control group that receives traditional EFL instructions. Data collection is structured around pretest and posttest assessments. The results are anticipated to emphasize the effectiveness of incorporating ecolinguistic principles and activist teaching approaches in language education. The observations mentioned above have the potential to substantially impact the ecolinguistic study field and instructional approaches designed to cultivate a more profound comprehension and dedication to sustainability goals. This study not only emphasizes the capacity to utilize language teaching to promote awareness of sustainability among young students but also establishes a model for forthcoming investigations into the function of education in tackling global environmental and societal predicaments. [ABSTRACT FROM AUTHOR]

This case study explores the comprehension challenges related to synecdoche among EFL students at the Modern College of Business and Science (MCBS). Recognizing a gap in the literature, the study aims to understand the difficulties students face when dealing with synecdochical contexts and to identify contributing factors. Two instruments were employed: a synecdoche comprehension test and a student questionnaire, completed by 96 MCBS students. Additionally, a teacher questionnaire was administered to 10 participants to gain further insights. The results reveal a wide range of understanding, with only 31 out of 69 participants passing the comprehension test, indicating a prevalent misunderstanding of synecdochical phrases. The teachers’ questionnaire highlighted important variables affecting students’ comprehension of synecdoche. The findings suggest a need for targeted teaching strategies to improve comprehension of synecdoche among EFL students. [ABSTRACT FROM AUTHOR]

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University 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.)

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University 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.)

Copyright of Arts Magazine is the property of Thamar University 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.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 impact of COVID-19 on the higher education sector has extended beyond using alternative technological methods. It has also influenced the professional identities of instructors themselves. This study aims to investigate EFL instructors' perceptions of the impact of online teaching on identity transformation during the COVID-19 lockdown. It also investigates how online teaching has affected teachers' professional identity in relevant aspects. The study was conducted during the first academic semester of 2022/2023. The researchers adopted a mixed research methodology that involved both quantitative and qualitative research techniques. A questionnaire was distributed to (44) EFL instructors, and semistructured interviews were conducted with (8) EFL instructors at the Department of Languages and Translation at a Palestinian University, Palestine. Appropriate quantitative and qualitative analyses were utilized to figure out participants' responses to the questionnaire and the interviews. The results of the survey revealed that online teaching positively influenced instructors' social relations with their colleagues and students, enhanced the teaching process, and promoted instructors' self-esteem. As for the interviews, the findings showed the substantial impact of online teaching on EFL instructors' identity in terms of their professional needs, self-awareness and self-esteem, relationships with learners, relationships with colleagues, and their perspectives towards their institution. Hence, some recommendations were suggested. [ABSTRACT FROM AUTHOR]

Assessment plays a vital role in English language learning as it helps students recognize their weak and strong points. Two main types of assessment are dynamic assessment (DA) and static assessment (SA) that their effects have not been examined on Iraqi EFL students' resilience, burnout, positive orientation (PO), and language academic achievement yet. Therefore, this research aims to close this gap. To do so, sixty intermediate EFL students were selected and divided into DA and SA groups to do so. The two groups were then given pretests on the four dependent variables. Subsequently, one group was taught ten reading literary texts with 100 new words using DA, whereas the other group was taught identical materials using SA. After the 8-week course, both groups took the post-tests on resilience, burnout, PO, and academic performance. The study's findings showed that the DA group did better than the SA group on the four post-tests. It can be concluded that using DA with the support of literary texts can produce positive effects in EFL classes. The current study has consequences for researchers, students, English instructors, and other stakeholders. [ABSTRACT FROM AUTHOR]

Online teacher education programs can be more situated by engaging student teachers in Internet-based collaborative reflection (ICR) and e-learning-oriented assessment (ELOA) via Web 2.0 technology. Thus, this study explored how the role of English-as-a-foreign-language (EFL) student teachers' ICR practices and ELOA can enhance student teachers' situated online teacher education. In this qualitative study, 15 Iranian EFL student teachers were chosen purposively within a transcendental phenomenology to conduct ICR on ELOA practices during situated learning in online teacher education. The results showed that implementing ICR on ELOA tended to enhance student-centered teacher education; collaborative and reflective teacher development; social, professional, cognitive, and emotional growth; and the connection of teaching, learning, and assessment within online teacher education. More specifically, ELOA practices allowed for meaningful tasks and authentic activities based on practical experience, triggered continuous feedback on EFL student teachers' performance via technology, directed online learning and teaching, and enhanced a performance-based and learning-oriented assessment process. Pedagogical implications for the design of student teacher programs are discussed. [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 purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 contributions of Computerized Formative Assessment (CFA) to teachers' instructional practices and students' learning outcomes necessitate the development of valid and reliable instruments for measuring teachers' literacy. To address this necessity, this study adopted an exploratory sequential mixed-methods design via drawing on a dual deductive–inductive approach to develop and validate a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers. The participants comprised 489 Iranian male and female English as a Foreign Language (EFL) teachers teaching from elementary to advanced levels at different language institutes in eight big cities across the country. The results of Exploratory Factor Analysis (EFA) revealed that CFAL consisted of six factors including practical, theoretical, socio-affective, critical, identity-related, and developmental. The results of Cronbach's alpha demonstrated that the questionnaire and its six components had satisfactory levels of reliability. The findings are discussed and implications for developing professional programs aiming at determining and promoting teachers' CFAL are presented. [ABSTRACT FROM AUTHOR]

The evolving nature of intercultural education necessitates a shift from static to reflective pedagogies among teachers. This case study investigates the efficacy of a collaborative lesson study (LS) approach in enhancing Chinese university instructors' proficiency in participatory, non-essentialist intercultural teaching. Six English as a Foreign Language instructors at a Chinese university engaged in three iterative LS cycles over one month, integrating new intercultural communication materials into their classes. Data were collected through lesson documents, observations, discussions, and interviews. The immersive LS process significantly expanded instructors' understanding of key intercultural communication concepts, encouraged the adoption of more student-centered methodologies, and prompted critical reflection on prior cultural assumptions. The collaborative engagement facilitated a deeper theoretical grasp and practical application of non-essentialist principles. Challenges included time constraints due to teaching workloads, discomfort in peer feedback exchange, and a broader lack of coordinated intercultural teacher training. Despite these challenges, this study underscores the potential of LS as a robust model for advancing intercultural teaching capacity through collaborative inquiry. It hints at the promise of LS in bridging the theory–practice divide in intercultural education, paving the way for more nuanced, non-essentialist instruction. [ABSTRACT FROM AUTHOR]

Learning English as a second language (ESL) has garnered significant attention from researchers and practitioners over the past few decades, with numerous ESL learning outcomes examined in the literature. However, self-sustained learning (SSL), a crucial factor in promoting students' sustained learning and development within a sustainable society, has long been overlooked. To deepen the understanding of SSL, especially in the context of ESL in China, this study examined the direct and indirect effects of intercultural communicative skills, language mindset, and positive L2 self on sustained English learning among 1238 Chinese college students through descriptive statistics and a Structural Equation Modeling (SEM) mediation analysis. The results indicated that Chinese college students exhibited a strong language mindset and positive L2 self. They also scored high in intercultural communicative skills and long-term self-sustained English learning. SEM analysis showed that, after controlling for students' demographic characteristics, both intercultural communicative skills and language mindset positively predicted positive L2 self and self-sustained English learning. Moreover, intercultural communicative skills and language mindset had significant and positive indirect effects on self-sustained English learning through positive L2 self, underscoring the significant mediating role of positive L2 self in the relationships between intercultural communicative skills, language mindset, and self-sustained English learning. These findings suggest that, to promote self-sustained learning among English learners, instructors should enhance students' intercultural communicative skills, foster a growth language mindset, and cultivate positive language learning beliefs. [ABSTRACT FROM AUTHOR]

Cultural teaching is the underlying core component of English as Foreign Language (EFL) education. Although the previous literature has intensely studied this theme, a comprehensive bibliometric analysis of research characteristics and trends in this field is still lacking regarding cultural teaching in EFL education. This study aims to explore the research distribution, research hot topics, and research the trends of EFL cultural teaching by conducting a bibliometric analysis of 358 articles on Web of Science using CiteSpace. The analysis leads to the following three findings: (a) The countries that teach EFL prevail in terms of number of publications but lag behind in terms of research influence, and a global academic community has not taken shape. (b) Interculturality is the central theme, encompassing a range of related topics such as intercultural competence, intercultural communication, and cultural awareness, with key teachers, learners, and textbooks as research perspectives. (c) Multilingual turn has emerged as a prominent new trend, which emphasizes the importance of cultural diversity and pays more attention to source/native languages and cultures. Furthermore, possible measures of promoting interculturality were discussed on the basis of relevant literature studies. In addition, scholars are suggested to pay more academic attention to the research and practices of EFL countries. [ABSTRACT FROM AUTHOR]

This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT’s potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided. [ABSTRACT FROM AUTHOR]

Several barriers hinder students from producing clear and impactful written work. Writing assignments are often given on an individual basis, similar to homework, and without any assistance. Students in a classroom context have access to both their classmates and the teacher while they are working in groups or pairs as part of their assignments. The majority of students, however, are clueless about how to begin their homework assignments. The introduction of artificial intelligence in education may help solve this problem. The current research intended to demonstrate the effects of employing automated writing evaluation (AWE) in fostering learners’ writing skills, motivation to write, enjoyment of writing, and academic buoyancy in open and distributed English as a foreign language (EFL) learning. The participants were 86 intermediate EFL students from China. The participants in the experimental group (n = 44) received instruction and feedback from their teachers only; participants in the control group (n = 42) were exposed to their teachers’ instruction as well as AWE. The results of data analysis via one-way multivariate analysis of variance indicated that the participants in the experimental group outperformed their peers in the control group in motivation to write, enjoyment in writing, academic buoyancy, and academic success in writing. Further in-depth discussions proceed regarding the implications of the study. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) offers new possibilities for English as a foreign language (EFL) learners to enhance their learning outcomes, provided that they have access to AI applications. However, little is written about the factors that influence their intention to use AI in distributed EFL learning contexts. This mixed-methods study, based on the technology acceptance model (TAM), examined the determinants of behavioral intention to use AI among 464 Chinese EFL college learners. As to quantitative data, a structural equation modelling (SEM) approach using IBM SPSS Amos (Version 24) produced some important findings. First, it was revealed that perceived ease of use significantly and positively predicts perceived usefulness and attitude toward AI. Second, attitude toward AI significantly and positively predicts behavioral intention to use AI. However, contrary to the TAM assumptions, perceived usefulness does not significantly predict either attitude toward AI or behavioral intention to use AI. Third, mediation analyses suggest that perceived ease of use has a significant and positive impact on students’ behavioral intention to use AI through their attitude toward AI, rather than through perceived usefulness. As to qualitative data, semi-structured interviews with 15 learners, analyzed by the software MAXQDA 2022, provide a nuanced understanding of the statistical patterns. This study also discusses the theoretical and pedagogical implications and suggests directions for future research. [ABSTRACT FROM AUTHOR]

This study, which is quasi-experimental in nature, looks into how language learners’ willingness to communicate and engagement in English as a foreign language (EFL) classrooms are affected by Duolingo. The control and experimental groups comprised two complete classes with forty EFL students. To compare learner engagement and communication willingness scores before and after treatment, the study used independent samples t-tests. The results demonstrated the groups’ initial homogeneity by showing no discernible differences prior to the intervention. The results confirmed the effects on learner engagement, which showed significant gains in affective, cognitive, and behavioral domains, indicating Duolingo’s beneficial impact on engagement in general. Furthermore, the significant effect sizes observed confirmed Duolingo’s contribution to improved language attitudes, engagement, and communicative confidence. Compared to the control group, the experimental group’s willingness to speak, read, write, comprehend, and communicate generally improved in a manner that was statistically significant. The significant effect sizes demonstrate how well Duolingo works to improve different aspects of willingness to share. The study emphasizes the pedagogical tool’s adaptability and encourages teachers to integrate Duolingo for a comprehensive and technologically enhanced language learning experience. Practical implications arise for EFL teachers who use online learning resources. [ABSTRACT FROM AUTHOR]

Over the past two decades, multiple empirical studies have examined how teacher audio feedback works in EFL/ESL writing courses. This review explores instructor audio feedback studies in higher education writing contexts. Seventy empirical studies were identified in literature searches published between 2000 and 2022 in several academic databases. Then, based on exclusion and inclusion criteria, thirteen relevant studies were reviewed. The results indicate that interest in instructor audio feedback research has risen since 2000. This overview presents what empirical studies on teacher audio feedback in L2 writing courses aimed to find out, how they were conducted, and what they found. As many research designs and findings were underexplored, more studies are required to investigate this feedback type to benefit L2 writing learning and teaching and enrich studies on audio feedback practices. The gaps identified in the selected studies offer ideas for future explorations of teacher audio feedback in L2 writing contexts. [ABSTRACT FROM AUTHOR]

Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessmentrelated tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training programs that prepared them for the tasks. This study aimed at investigating the existing assessment training programs to develop EFL teachers' LAL. A systematic literature review was conducted to observe trends in how assessment training programs were carried out in the past decades. PRISMA model was used for identifying, screening, and selecting. Twenty-eight studies published between 2012 and 2022 were reviewed. The results reveal that the assessment training models comprised theoretical and practical components of language assessments. The results also show that the methods for delivering the content are collaborative and reflective practices. The findings of this study should be considered in the design of EFL teacher training programs on assessment. [ABSTRACT FROM AUTHOR]

Flipped learning is believed can open valuable class time to higher-level activities. However, the findings of previous studies on the effects of flipped learning on the teaching of English as a Foreign Language (EFL) are sometimes mixed. Hence, this study investigates the effect of flipped learning on EFL tertiary students' ability to write opinion essays and their perceptions. It employed a quasi-experimental design that examined the difference in EFL tertiary students' writing ability with flipped learning and those taught without it. Data were taken from the opinion essay writing tests and questionnaires of 58 third-semester Indonesian university students. The students in both classes showed significant improvement (p < .01, η2 = .52), but a significant interaction between teaching style and overall improvement was not found (p = .12, η2 = .01). However, interaction was found between teaching style and sub-category scores (i.e., sentence structure and mechanics). Students who were taught using flipped learning mostly had positive perceptions of it. However, there was no association between the students' positive feelings and writing improvement. The findings suggest that flipped learning should be used more widely to benefit from its impacts on learning but that more research is required to maximize its benefits in the future. [ABSTRACT FROM AUTHOR]

Although group work activities are commonly employed in communicative second language (L2) classes, there are few studies that investigate how much teachers and students, the two main stakeholders, agree or differ on how group work activities should be conducted. To fill this gap, this study, which was carried out at a public university in Vietnam, examined the perceptions of both teachers and students to uncover matches and mismatches in their perceptions of important issues for effective group work implementation. The study explored the actual experiences of six teachers and ten students, who were chosen by convenience sampling. Thematic analysis of the interviews indicated that the benefits of group work were widely agreed upon, as were the preferences for group size and self-selection of group members. However, there was disagreement over ways of grouping, the role of leadership, and the use of peer assessment. The findings have significant implications for relevant stakeholders, especially in the Asian English as a foreign language (EFL) context, about what would work well and what needs to be addressed to maximize the effectiveness of group work implementation. [ABSTRACT FROM AUTHOR]

By investigating Vietnamese English learners' perspectives on influential cultural factors and barriers these factors bring to the development of learner autonomy, this study seeks to draw attention to proper consideration of the host cultural values in importing and implementing Western educational theories. A phenomenological approach was employed, and qualitative data were collected from in-depth interviews with 15 English majored students from a public university in the Mekong Delta. Using Hofstede et al.'s (2010) six-dimensional model of cultural differences as a theoretical framework, the study reveals that all the six dimensions, at different levels, hinder the development of learner autonomy. The study also uncovers cultural assimilation - a state in which individuals perceive a certain cultural characteristic as their personality traits without any adjustment, corresponding to the Restraint factor. These results emphasize the significance of cultural analysis and imply the need for constructing a culturally appropriate pedagogy to promote learner autonomy. The paper concludes by discussing some possible directions for further research in the field. [ABSTRACT FROM AUTHOR]

This study uses Panadero et al.'s (2021) Deep Learning Strategies Questionnaire to discover EFL learners' strategies from a new perspective. The questionnaire is a newly designed selfreport instrument with ground-breaking features constructed with validity and reliability to measure students' actual strategies in real situations. The current study is the first in an EFL context to use this innovative tool. It investigates self-regulation strategies for learning English as a foreign language (EFL) among 430 male EFL college students in Saudi Arabia. The questionnaire enabled us to adopt a micro-level inspection of strategy functions based on an innovative model that can help identify possible avenues for strategy interventions. The results mostly showed a high use of deep language learning strategies in all four questionnaire categories: basic learning, visual elaboration and summarizing, deep information processing, and social learning. Consequently, all the categories had a strong, positive, and significant correlation. In addition, the most used strategies were basic learning strategies, whereas the least used were visual elaboration and summarizing. Our findings provide useful pedagogical implications for promoting EFL learning strategies and strategy instruction. Successfully replicating the Deep Learning Strategies Questionnaire scrutinizes this methodological instrument's validity and reliability and encourages other researchers to use it. [ABSTRACT FROM AUTHOR]

This study investigated the impact of Technology, Entertainment, and Design (TED) Talk videos on students’ presentation performance within the higher education context. Employing a quantitative approach, the study involved 14 first-year students enrolled in a “bachelor in English language” program at “Fan S. Noli” University, Korça, Albania. The research, conducted during the academic year 2022-2023 in “text analysis 1 and 2” modules, explores how the sequential exposure to TED Talk videos influences students’ presentation skills. After watching the initial TED Talk video, students prepared and delivered one presentation, assessed using a rubric. Subsequently, students viewed 10 more TED Talk videos, with two presentations following these viewings. The study’s analysis was facilitated using the statistical package for the social sciences (SPSS) version 20 software program. The Friedman and the Wilcoxon signed-rank tests were used to determine whether there are statistically significant differences among the groups in the repeated-measure design. The findings demonstrate that TED Talk videos play a significant role in enhancing students’ presentation skills. This research contributes to the ongoing discourse on multimedia-enhanced pedagogy and the efficacy of integrating TED Talk as an educational resource, with SPSS version 20 aiding in the quantitative analysis of the obtained data. [ABSTRACT FROM AUTHOR]

While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning English. Furthermore, teachers’ explicit instruction of strategies has not commonly been contrasted with students’ reported use of strategies. This study sought to bridge existing gaps by exploring the favored learning strategies of Colombian learners and teachers at the secondary school level. Data were collected employing the Strategy Inventory for Language Learning and semi-structured interviews with selected participants. The findings suggest that students favor social and metacognitive strategies and use affective strategies to a lesser extent. No significant differences between gender and the overall use of learning strategies were found. Conversely, significant relationships involving students’ grade level, self-perception of English proficiency, and the reported use of LLS were observed. This investigation highlights the importance of boosting affective strategies, exploring teachers’ roles in explicit strategies-based instruction, and integrating diverse types of data to explore the complexity of learning strategies. Recommendations for future inquiries are presented. [ABSTRACT FROM AUTHOR]

The multiple intelligence (MI) theory suggests that students learn in different ways based on their intelligence strengths, thus, proposes teachers employ a variety of intelligences to engage students in the teaching and learning process. This study explores the application of MI in the Malaysian English as second language (ESL) classrooms and the extent to which teachers provide instructions that meet the needs of the students in the classroom. Data were procured from a survey questionnaire that gauged teachers’ teaching activities in ESL classrooms under Gardner’s eight constructs of MI: linguistic, logical-mathematical, spatial, interpersonal, intrapersonal, bodily-kinesthetic, naturalist, and musical. Descriptive statistics using mean score and independent sample t-test was employed in the data analysis procedures. The findings reveal that only 58% of the teachers had knowledge of the MI theory, with only 12% having received formal pedagogical training on MI. In addition, the eight intelligences were not practiced equally. Interpersonal, linguistic, intrapersonal, and spatial intelligences seemed to be the most common strategies employed by teachers in their teaching as these MI are usually measured in the standardized tests while naturalistic and musical intelligences were the least frequently integrated as they are not included in the assessment scale in ESL. Such findings have significant pedagogical implications as classroom teachers should acknowledge the different levels of strengths and motivations in learning among the students. The study highlights the need to provide teachers with training and integrating personalized learning, utilizing students’ strong aspects, and employing a variety of teaching methods in the classroom. [ABSTRACT FROM AUTHOR]

Many studies have examined how written corrective feedback (WCF) can raise English as a foreign language (EFL) students’ understanding of language concepts. However, not much is known about how students’ perceptions and preferences could influence the effects of WCF. This study examined how Secondary School Certificate (SSC) students and teachers in Pakistan International School, Saudi Arabia, felt about WCF in writing classes. It aimed to identify the WCF aspects of the target language the students preferred. A questionnaire survey was distributed to 30 SSC-level EFL students and 10 teachers at the school who participated voluntarily in the study. The findings revealed that the students had sympathetic perspectives despite having preferences for WCF. They mainly believed that WCF might help them enhance their language knowledge and writing abilities. Through WCF, they learned what to avoid and how to write better. The teachers also found WCF helpful in enhancing the basic understanding of the target language. The findings showed that the students and teachers believed direct WCF to be the most effective technique for improving the former’s writing abilities, followed by indirect strategies such as underlining errors or providing codes. The research was considered relevant and pertinent as it addressed diverse aspects of WCF. [ABSTRACT FROM AUTHOR]

Introduction: Developing L2 speaking proficiency can be challenging for learners, particularly when it comes to fostering self-regulation and maintaining engagement. Intelligent Personal Assistants (IPAs) offer a potential solution by providing accessible, interactive language learning opportunities. Methods: This mixed-methods study investigated the effectiveness of using Google Assistant within a learning-oriented feedback (LOA) framework to enhance L2 speaking proficiency, self-regulation, and learner engagement among 54 university-level EFL learners in China. Convenience sampling assigned participants to either an experimental group (n = 27) using Google Assistant with tailored activities or a control group (n = 27) using traditional methods. The Oral Proficiency Interview (OPI) assessed speaking performance. Self-reported questionnaires measured L2 motivation and the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL) evaluated speaking self-regulation. Additionally, semi-structured interviews with a subsample of the experimental group provided qualitative insights. Results: The Google Assistant group demonstrated a statistically significant improvement in speaking performance compared to the control group. While no significant difference in motivation was found, thematic analysis of interviews revealed perceived benefits of Google Assistant, including increased accessibility, interactivity, and immediate pronunciation feedback. These features likely contributed to a more engaging learning experience, potentially fostering self-regulation development in line with the core principles of LOA. Conclusion: This study suggests Google Assistant as a promising supplementary tool for enhancing L2 speaking proficiency, learner autonomy, and potentially self-regulation within an LOA framework. Further research is needed to explore its impact on motivation and optimize engagement strategies. [ABSTRACT FROM AUTHOR]

This research explores the key motivating factors that influence student engagement with wearable technology (WT) in teaching English to speakers of other languages (TESOL) education. The study employs a novel, integrated framework that merges elements from the established technology acceptance model (TAM), Flow Theory, and additional factors pivotal to WT's efficacy, namely content richness and personal innovativeness. TAM and Flow Theory are utilized to identify the variables that drive WT adoption. Data for the research was gathered through an online survey comprising 23 questions, distributed among students in the KSA, with a total of 468 participants. Analysis of the data was conducted using Smart PLS Software to evaluate the research model, constructs, and hypotheses. The findings reveal varying contributions of the model's main constructs to WT acceptance. Specifically, content richness and innovativeness significantly enhance the perceived usefulness of WT. Additionally, perceived ease of use is a strong predictor of perceived usefulness and behavioral intention. The results underscore a growing demand for WT in TESOL Education, highlighting its role in streamlining information exchange among students. The study underscores the significance of certain external factors in technology acceptance, offering a fresh perspective by incorporating a framework that links TAM's perceived usefulness and ease of use with user satisfaction, content richness, and innovativeness. Moreover, the inclusion of Flow Theory adds a unique dimension by assessing engagement and control over WT. The research contributes to understanding the underlying motivations for employing WT in TESOL Education, primarily aimed at enhancing the effectiveness of both instructors and students. A limitation of this study is its focused application of TAM and Flow Theory within a specific educational context, which may not fully capture the complex societal, psychological, and gender-specific factors influencing WT adoption across diverse settings. [ABSTRACT FROM AUTHOR]

English as a Foreign Language (EFL) textbook image resources provide important materials and ways of learning for EFL students. Previous studies on the meaning and function of images in Chinese EFL textbooks tend to take pedagogy and cognitive psychology as main perspectives. Based on visual grammar, this article analyzes the image resources in Chinese junior high school EFL textbooks from a multimodal perspective, attempting to explore how the images realize three meta-meanings. It is found that cartoon, photo, table, and diagram are four main types of images in Yilin EFL textbooks. Quantitative analysis and qualitative analysis show that the images in the textbooks realized the representational meaning, interactive meaning and compositional meaning, but there are still some problems in image design, such as insufficient image types, lack of images promoting knowledge comprehension, and inadequate realization of compositional meaning of images. The research results offer some implications for Chinese EFL textbook editors to design textbooks, and also provide some suggestions for Chinese EFL teachers' teaching practice and students' learning. [ABSTRACT FROM AUTHOR]

Despite many studies investigating the effects of task complexity on L2 writing performance, little attention has been given to the specific effects of independent vs. integrated writing tasks and their cognitive demands on EFL learners. This study aimed to address this gap by conducting a comprehensive examination of the cognitive demands exerted by these two types of writing tasks and their effects on linguistic complexity outcomes among 35 Chinese EFL learners. Employing mixed methods involving learner self-ratings, expert judgments, and dual-task measures, the study revealed that, compared to the independent writing task, the integrated writing task places higher cognitive demands on students. In terms of written performance, participants demonstrated enhancements in lexical and syntactic complexity when responding to the integrated writing task, supporting Robinson’s Cognition Hypothesis (CH). These findings highlight the importance of understanding the cognitive load imposed by different types of writing tasks and offer implications for educators in the design and sequencing of writing tasks within Task-Based Language Teaching (TBLT) contexts. [ABSTRACT FROM AUTHOR]

The study investigates the impact of teaching vocabulary through semantic relations (i.e. including hyponymy, synonymy, antonymy, polysemy, homonymy and metonyms) on the breadth and depth of EFL learners’ vocabulary knowledge. A convenient sample of 50 freshman EFL learners from a state university in Jordan was recruited. The study followed an experimental approach; data were collected through pre- and post-tests over an academic term. An interview was also conducted to elicit students’ attitudes toward this vocabulary-learning strategy. The results of the ANOVA test have revealed that Jordanian EFL learners find certain difficulties concerning the identification and production of all semantic relations. They scored low in identifying semantic fields properly though they were more aware of synonyms and antonyms than others. The T-test analysis of the data revealed that the degree of awareness of the major types of semantic relations significantly differed between both tests. This implies that using this strategy has improved students' semantic awareness. Besides, students have shown positive attitudes towards using this technique asserting that it contributes to the development of their mental lexicon. The study has many pedagogical implications and recommendations for further research. [ABSTRACT FROM AUTHOR]

This study investigated the Saudi female EFL students’ perceptions of the effect of using ChatGPT on their vocabulary enrichment. Specifically, it explores their opinions regarding the effectiveness, advantages, and disadvantages of the utility of ChatGPT as a tool for vocabulary improvement. This study adopted a mixed-methods approach, combining quantitative data obtained from a questionnaire answered by 101 Saudi female EFL learners with qualitative insights gained by interviewing 13 of the participants who have been enrolled in Majmaah University. The findings of this study demonstrated that ChatGPT is advantageous when utilized for vocabulary building. Among the advantages reported by the participants was the ability of ChatGPT to provide accurate definitions, explanations, and examples. Moreover, the capability of ChatGPT to give contextual alternatives was considered useful for EFL students to allow them to select appropriate words for specific contexts. In addition, the interactive nature of ChatGPT enables users to be engaged in realtime practice opportunities and accordingly improve their vocabulary skills. Furthermore, ChatGPT allows EFL learners to expand their lexical repertoires by being exposed to unfamiliar words. However, disadvantages such as repetitive word suggestions, affordability issues, and occasional inaccuracies in ChatGPT’s responses were also indicated. This study contributes to the existing literature by exploring the effectiveness, advantages, and disadvantages of using ChatGPT for vocabulary enrichment based on EFL learners’ perceptions in the Saudi context. It gives insights into the advantages and disadvantages of ChatGPT as a tool to expand EFL students’ lexical repertoires, providing practical implications for EFL educators and learners. [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]

The adoption of English-Medium Instruction (EMI) has gained global traction, spurred on by higher education internationalization trends. Despite the widespread usage of EMI, its influence on students' language development remains relatively unexplored. This study investigated the impact of EMI instruction on the self-efficacy and English performance of Taiwanese English as a Foreign Language (EFL) undergraduates. The research aimed to discern whether EMI courses improve EFL undergraduates' self-efficacy and how this self-efficacy can predict English performance. 272 Taiwanese EFL undergraduates were recruited for the study, and all of them joined the EMI courses for at least one semester. Data collection instruments included a revised questionnaire and TOEIC test, and a mixed approach was applied for data analyses. Quantitative analyses of repeated measure of ANOVA revealed a significant enhancement in the students' self-efficacy across all four English skills (listening, speaking, reading, and writing) following EMI instruction. Moreover, the regression analysis established a moderate to strong positive relationship between English self-efficacy and English performance. The qualitative analysis of structured interview specifically elaborated on what participants' attitudes were toward the implementation of EMI. These findings underscore the positive influence of EMI instruction on EFL undergraduates' English self-efficacy and performance, substantiating the role of self-efficacy as a significant predictor of performance. These insights offer valuable implications for curriculum design, learner motivation, and academic success in EFL contexts. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between pausing and revision behaviors, as captured by pause bursts (P-bursts) and revision bursts (R-bursts), and text quality in digital L2 writing contexts among young English as a Foreign Language (EFL) learners. The study involved 22 elementary school students aged 10–11 years, with English proficiency levels ranging from A1 to A2 (CEFRL). Participants completed a picture description writing task, and their writing processes were recorded using keystroke logging software. The results revealed that frequent pauses (P-bursts) were negatively correlated with text quality, suggesting cognitive overload or difficulties in language processing. In contrast, revision bursts (R-bursts) exhibited a positive correlation with text quality, indicating that the revision process played a crucial role in refining and improving the written output. Regression analysis further demonstrated that R-bursts significantly predicted text quality, underscoring the importance of revision behavior among young L2 writers. These findings contribute to our understanding of the cognitive processes underlying L2 writing in digital contexts and highlight the central role of revisions in enhancing text quality among young EFL learners. Educational implications emphasize the need for instructional practices that encourage and support the revision process in writing instruction for this population. [ABSTRACT FROM AUTHOR]

Depth of processing vocabulary has been the subject of heated discussion among vocabulary researchers. Yet, current literature lacks research comparing different tasks to investigate the acquisition of vocabulary knowledge among adult learners of English as a foreign language (EFL). To fill the gap, we designed five task-based groups based on Technique Feature Analysis (TFA) as a framework to predict the effectiveness of different vocabulary learning tasks with similar or different TFA rankings on L2 vocabulary knowledge gain. The participants were 130 EFL learners (mean age = 21.7, female 61.5%) randomly assigned to the vocabulary learning tasks: reading and multiple-choice items (TFA = 6), reading and choosing definitions (TFA = 6), reading and fill-in-theblanks (TFA = 7), reading and rewording the sentences (TFA = 6) and composition writing (TFA = 8). The results of the study revealed that tasks with the same TFA scores led to similar vocabulary knowledge gains. While predictions of the TFA are partially supported, composition writing and sentence rewording tasks supersede other tasks in terms of their effectiveness in vocabulary acquisition. [ABSTRACT FROM AUTHOR]

This study examined the influence of using Instagram on EFL learners' critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers. [ABSTRACT FROM AUTHOR]

This qualitative study explored the perspectives of Vietnamese English as a Foreign Language (EFL) teachers on the implementation of competency-based assessment (CBA) within the higher education context. Amidst the global shift towards competency-based education, this research aimed to understand how instructors in Vietnam navigate the challenges and opportunities presented by CBA, focusing on its impact on teaching practices and student learning. The objective of this study was to examine the adaptations and responses of EFL teachers to the implementation of CBA, identifying how these adaptations influence teaching effectiveness and student learning experiences. Employing semi-structured interviews with 10 EFL teachers from two institutions, the study was grounded in constructivist and social constructivist theoretical frameworks, facilitating a nuanced exploration of the participants' experiences. The findings revealed several key themes: significant challenges in transitioning to CBA, including adapting to new methodologies and a lack of resources; the transformative potential of CBA for enhancing student engagement and learning outcomes; the need for targeted professional development to bridge the gap between theoretical knowledge and practical implementation skills; and the role of CBA in fostering critical thinking, problem-solving skills, student autonomy, and inclusivity. Additionally, the study highlighted the complexities of providing effective, individualized feedback within CBA frameworks. The discussion underscores the importance of these findings in informing the development of more effective competency-based educational strategies and highlights recommendations for enhancing teacher training and assessment design to better support competency development. These insights contribute to the discourse on competency-based language education, suggesting implications for policy, practice, and future research. By highlighting the specific challenges and strategies employed by Vietnamese EFL teachers, this study offers valuable perspectives for instructors, policymakers, and researchers aiming to advance the implementation of competency-based assessment in language education globally. [ABSTRACT FROM AUTHOR]

With the booming of Positive Psychology, a growing scholarly interest has emerged in language learners' psychological well-being. However, limited research has been conducted on the emotions of Chinese EFL learners. Therefore, this study aimed to quantitatively examine the burnout, enjoyment, and engagement levels among 387 junior high school EFL learners. The findings revealed that the students experienced low levels of burnout but high levels of enjoyment and engagement in learning. Furthermore, significant gender and grade differences were observed in these variables. The study also found strong negative associations between burnout and both enjoyment and engagement, along with significant positive correlations between enjoyment and engagement. Additionally, it was discovered that enjoyment, rather than burnout, significantly predicted English learning engagement. Interestingly, the study also revealed that enjoyment fully mediated the relationship between engagement and burnout. These findings highlight the importance of promoting enjoyment in order to reduce burnout and foster increased engagement among language learners. This article concludes with the theoretical and pedagogical implications for EFL instruction. [ABSTRACT FROM AUTHOR]