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Learning English has always been valued highly in Thailand at all educational levels. Supporting students' reading comprehension ability is crucial when studying English, particularly for undergraduate degrees. Although Thai students have been learning English for years, they are kept from meeting the curriculum goals and obtaining high grades. The study included 24students from the Faculty of Education at Kamphaeng Phet Rajabhat University, Thailand, and their English reading comprehension ability was investigated. The study examines the effects of employing a GFOS (Grouping, Foreseeing, Obtaining, Summarizing) model based on Collaborative Learning (CL), built for the GFOS teaching process, considering literal, interpretive, critical, and creative comprehension levels. The research findings show that the models' processes and theories are beneficial in encouraging EFL students to improve their reading comprehension. It is an effective way for English educators to improve learners' reading comprehension at the same or different levels. [ABSTRACT FROM AUTHOR]

With the spread of online education, many studies highlighted the crucial role of digital literacy in second/foreign language (L2) learning. However, the influence of such a competency on L students' perceived emotions has remained under-research. To fill this lacuna, this study used a quantitative design via three questionnaires to investigate the predicting role of students' digital literacy (DL) in their perceived enjoyment and online learning self-efficacy (OLSE). To do so, a sample of 987 Chinese English as a foreign language students, at university level, were invited to partake in the study. The results of structural equation modeling demonstrated that DL could predict about 95% of changes in the participants' FLE (β =.949, p <.001). Furthermore, it was found that about 92% of changes in Chinese students' OLSE could be significantly predicted by their DL (β =.916, p <.001). Drawing on the obtained results, the study presents discussions and implications for L2 educators regarding the role of digital literacy in students' perceived emotions. [ABSTRACT FROM AUTHOR]

This study aim s to explore the strategies Indonesian students employ in writing comparative Indonesian -English literary criticism within the context of EFL students. A qualitative approach was utilized, and data collection techniques included questionnaires and interviews. The data analysis technique used the identification, classification, reduction, and exposure stages. This study used four phases, namely the screening phase, the reading process phase, the interpretation phase, and the reflection phase. The results showed that in the screening phase, 14.1% of participants expressed a liking for English, while 85.9% remained neutral; the mean score of English obtained by the participants was 45.1% very good, 45.1% good, 8.5% sufficient, 1.3% insufficient; and regarding the English courses attended by participants, 62% never attended, and 38% had taken English courses. In the reading process phase, 74% of the participants searched for translated novels on Google, 7% translated English novels using Google Translate, 3.5% engaged in skimmed reading, 2.5% translated English novels using translators, and other reading strategies were below 3%. Participants who responded with ‘loved ’ were 71%, participants who responded with ‘liked ’ were 19%, participants who responded with ‘neutral ’ were 7%, and those who responded with ‘disliked ’ were 3%. [ABSTRACT FROM AUTHOR]

Abstract The role of pedagogical love in second language (L2) education has long remained under-explored due to dogmatic religious and cultural beliefs. There is insufficient scholarship on this construct at undergraduate levels. To bridge this gap, the present study employed a phenomenographic design to uncover Iranian undergraduate students’ perceptions of pedagogical love and its features, realizations, and determinant factors. It invited 22 undergraduate L2 learners to attend a semi-structured interview and complete a narrative frame. The results of content and thematic analysis attained through MAXQDA software (v. 20) revealed that the participants had different perceptions of pedagogical love. They considered it as a non-romantic intimacy and respect, deep care for students and their emotions, and pure love based on mutual trust. Furthermore, it was found that pedagogical love is essential for L2 education as characterized by a mutual trust and respect, kindness, care, bonding, intimacy, and forgiveness. Regarding its realizations, the results demonstrated that pedagogical love shows itself through intimacy, classroom engagement/participation, confidence, academic performance, and mutual care, respect, and responsibility. Moreover, it was identified that teachers’ emotional literacy, teachers’ pedagogical expertise, and positive classroom rapport facilitated the implementation of loving pedagogy at undergraduate level. Finally, the findings indicated that loving pedagogy practice was mostly precluded by strict religious beliefs, stigmatizing socio-cultural norms, emotion expression, fear, and traditional educational systems. Implications for L2 teachers and educators are discussed to augment their understanding of pedagogical love, as an opportunity to grasp the emotional side of language education.

Corrective feedback (CF) can encourage students to establish realistic learning objectives. Nevertheless, there has been limited investigation on how EFL learners perceive and view feedback delivered by English native teachers, particularly in relation to gender differences. Hence, this study aimed to correlate student perception with perspectives on native English teachers’ feedback, determine differences in male and female perception and describe the level of student's perspectives on the feedback. Quantitative and qualitative methods, with a correlational research design, were employed. Using a simple random sampling technique, a sample of 30 was selected from 150 students from a Bilingual class of Sekolah Lanjut Umum Bawah (SLUB). Post-class questionnaires and interviews were conducted to gather data, which were then analyzed using Pearson Correlation, t-test, and thematic interview analysis. The findings indicated a significant correlation between students' perception and perspective on native English teachers' feedback. In addition, both genders had positive perceptions, with males displaying a more favorable perspective on teacher feedback than females. It also showed students’ "very positive" perspective on teacher feedback. This study highlights the positive impact of English native teachers' feedback on students' views and recommends EFL teachers to employ CF, considering gender-specific needs.

This study investigated the teaching of EFL reading at a university level from teacher’s and students’ perspectives. It delved into how the participating lecturer conducted the teaching of reading. Moreover, it shared the difficulties of teaching reading and the difficulties of students in reading. In this research, the researchers used a case study. The researchers used observation and interviews to collect the data. The participants of this study are one lecturer and three students situated in a private Islamic university in Malang, Indonesia. The recruited lecturer has been teaching reading for more than 10 years. Meanwhile, the recruited students were selected because they were close to the researchers and easy to access. The findings suggest that the teaching of reading was done by making a group discussion and cooperative learning such as Think-Pair-Share and Jigsaw. Besides, the minimal access to high-quality books for students’ reading tasks is one of the difficulties in the teaching of reading. Students also found it difficult to read difficult words. Mostly, they skipped the words and struggled to look for the text's main ideas and topic sentences. Finally, based on the result of the study, it is suggested that English lecturers should use appropriate reading books and techniques, select other supplementary materials, and vary the teaching activities. Future researchers are urged to conduct more intensive research in the teaching of reading in different contexts. [ABSTRACT FROM AUTHOR]

The learning modality has been greatly affected due to the Covid-19 pandemic, which has resulted in switching from offline learning to online learning. While much research has investigated factors affecting students’ online language learning engagement, a few studies have examined the EFL students’ discernment of psychological factors. Therefore, this study adopted a quantitative design for data collection and analysis to scrutinize the psychological factors affecting EFL students’ online learning engagement. A group of 174 EFL students conveniently chosen from three universities in Vietnam partook in answering a questionnaire whose data were quantitatively processed by the SPSS software. Three remarkable psychological factors, namely relaxation, self-confidence, and anxiety, were found to affect EFL students’ online language learning engagement at a high level, whereas motivation, satisfaction, enjoyment, and interest moderately impacted their online language learning engagement. Additionally, anxiety was found to have no correlation with satisfaction but had negative correlations with other factors. Meanwhile, enjoyment, relaxation, interest, motivation, self-confidence, and satisfaction were positively correlated with one another from strong to modest levels. This study suggests some recommendations in an attempt to enhance the quality of online learning modality in the research contexts and other similar ones. [ABSTRACT FROM AUTHOR]

This study aims to explore the EFL students’ performance in oral presentation by categorize their level of mastery, and to reveal if there are any common problems during the performance. This descriptive quantitative study purposively invited 24 students as the samples from the third semester of English Study Program at Timor University. The data were based on students’ performance on 10 selected texts which recorded to measure their oral presentation after an internal workshop. The analysis and the scoring were based on Harris’ (1969) five components in scoring speaking and with Brown’s (2004) six oral proficiency scoring categories. However, this study focusing only on the pronunciation and fluency categories to be in line with the scoring rubric of competence in the 2021 Academic Regulation of Timor University. The results showed that the students have mastered the oral presentation because their average score is 82 based their right answer is 144/150. This average scores then analysed using the Academic Regulation of Timor University (2021) showing the majority of the students is categorized excellent (19 out of 26 students). Nevertheless, two major problems in common this study manage to reveals were mispronounced/wrong pronunciation (13%) and lack of fluency (5%). The result implies that these two common problems should be put in attention during the process of learning oral performance i.e., English presentation in public. Further studies are suggested to investigate the impact of practice in improving students’ oral presentations through specific workshop.

Background: Second/foreign language teaching has been considered as a dialogic and interactive job in which teachers' and students' emotions and behaviors are closely connected to each other. When there is a harmonious and positive relationship between the teacher and students in the classroom, many favorable academic outcomes may emerge. A bulk of research has endorsed the power of positive emotional classroom rapport in EFL contexts. However, its role in preventing negative students' emotions like shame, as an achievement emotion, in terms of perceived control and value tasks has rarely (if any) caught scholarly attention. Objective: This study aimed to provide insights into the role of emotions in L2 education and the way students' shame can be prevented or curbed in light of a positive emotional classroom rapport. Method/Design: This article systematically reviewed the theoretical and empirical underpinnings of EFL teachers' positive emotional classroom rapport and students' shame in light of the control-value theory. Results: In this research, it was asserted that by building a positive emotional classroom rapport EFL teachers can block and even eliminate students' shame. Implications: The study offers practical implications to EFL teachers, trainers, principals, and researchers by increasing their knowledge and abilities in managing psycho-emotional mechanisms and factors and enriching interpersonal aspects of EFL education. [ABSTRACT FROM AUTHOR]

Spiritual pedagogy (SP) as a new educational theory aims to apply cultural and spiritual values in classroom practices. It has been the focus of research in different fields such as counselling, management, and science in the past decades. However, its application in second/foreign language research and practice has been widely overlooked by L2 researchers, to date. To fill this gap, the present study made an effort to provide a theoretical analysis of the conceptualizations, scientific background, benefits, and practical techniques to implement SP in the context of L2 education. In so doing, this paper suggests a number of practices through which SP can be integrated into L2 education among which positive psychology (PP) was more highlighted. Additionally, some practical implications were provided for EFL teachers, teacher trainers, students, curriculum designers, and researchers to enhance their knowledge of spirituality and education. In the end, different suggestions for future research were presented to move this research domain forward. [ABSTRACT FROM AUTHOR]

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

This research was designed to explore the anxiety level of an Indonesian EFL student in a public speaking class and how the study participant anticipates his anxiety in a public speaking class. Situated in an English course in East Java, the present study employed narrative inquiry for the data collection. The data were garnered through semi-structured interviews with the participant. The data analysis followed the three-dimensional space of narrative inquiry. Findings revealed three kinds of anxiety experienced by the participating student in his public speaking class such as trait anxiety, situational-specific anxiety, and state anxiety. The study also documented that the causes of speaking anxiety were communication apprehension, test anxiety, and fear of negative evaluation. This paper ends with suggestions for future research directions on anxiety issues in second language learning.

This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester students performing jigsaw and information gap communicative tasks. Using the conversation analysis theory and methodological approach, the recorded and transcribed conversations were analyzed to scrutinize the frequency and types of repair strategies, trouble sources, and repair outcomes. The findings show that to address the understanding problem, the EFL college students employed 11 other-initiated repair strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition or partial repetition; Candidate understanding; Correction; Request for repetition; Non-verbal; Asking for definition, explanation, translation, example, or spelling; Explicit display of non-understanding; and Request to speak up. These other-initiated repair strategies were triggered by the presence of lexical, semantic content-related, and sequential/speech delivery trouble sources. Attempts to resolve the understanding problem were conducted by a set of repair outcomes, including Repetition, Acknowledgment, Repetition or acknowledgment plus expansion, explanation, and/or translation, and Repetition or acknowledgment plus translation. The study provides language educators with new insights on how EFL learners deal with understanding problems in communication so that they could respond appropriately to the repair practice initiated by the students.

The priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in mindset variables and a significant predictor variable(s) of responses to failure among mindsets and goal orientations.Thequestionnaires were distributed to 68 university students.Several semi-structured interviews with 10 university students were done.T-test, multiple hierarchical regression analyses,and thematic analysis was employed to analyze the data. The results showed a significant difference between high and low proficient students regarding mindset and goal orientation. It showed that their mindset positively predicted their goal orientation, furthermore, mindset and goal orientation positively predicted responses to failure. Results of interviews showed that language learning mindset could be improved by hardworking.It was concluded that L2 studnets who held a growth mindset became more proficient; they were inspired to learn more and held more learning goals. The study may have implications forsyllabus designers and material developers.

While studies on English as a foreign language (EFL) students' identity construction and classroom participation in English language learning have been widely explored, there is a paucity of research addressing how EFL students with physical disabilities develop their identities within classroom participation. To fill this lacuna, the present narrative study looks into how an Indonesian female English student with a physical disability developed her identity through classroom participation and how her identity changed over time. The data were garnered through in-depth interviews and analyzed following Braun and Clarke's (2006) thematic analysis. The present study revealed that the participant negotiated her identity gradually in a complex classroom atmosphere through multiple stages: the orientation, the rising state, the shock, the adjustment, and identity development. In addition, the study also portrayed that the participant enacted continued and sustained identity changes for her self-survival amid imperfection into the escalation of competence geared from her site of struggle in the community of practice. Implications from the study's findings are discussed at the end of this paper. [ABSTRACT FROM AUTHOR]

This research aims to know the effect of English daily conversation program in improving students’ speaking skill. The method used in this study was Quantitative method with Pre Experimental research design by using both Pre-Test and Post-Test as the instruments of collecting the data. The research was conducted at Nurul Ilmi Darunnajah 14 Islamic Boarding School, Serang-Banten. The sample technique used was Purposive Sampling, in which one class of 7th E grade were choosen as the sample. The data was analyzed statistically by using t-test. The result of this study showed; the mean of students’ Pre-test was 59.85, while the mean of students’ Post-Test was 7.2. the statistic calculation revealed that the result of t-calculation (tcal)>t-table (tt), in which t-calculation (t-cal) obtained was 4.03 while t-table (tt) was 2.093 with a significant (0.05) which means that t-cal was higher than tt. Thus, alternative hyphothesis (H1) was accepted and the null hyphothesis (H0) was rejected. Based on these results it can be concluded that English Daily Conversation Program improved students’ speaking skill.

Examining and understanding the concept of effective language instruction is of major significance as regards the process of teaching and learning foreign languages. This study attempts to investigate the differences in the male and female EFL (English as a foreign language) students’ perceptions of effective language teachers. The convenient sampling technique, followed by the stratified sampling, was applied to gather the data from 25 males and 58 females (n=83). First, ten highest-mean and ten lowest-mean items were analysed to investigate the most important and the least important qualities of an effective language teacher. Afterwards, 57 independent-sample t-tests were carried out in order to find and recognize the potential differences between the particular questionnaire items as perceived by the male and female participants. The research outcomes demonstrate that the differences between the perception of the highest-mean and lowest-mean items are not considerable between the two sexes despite some detected variances. Furthermore, the statistically significant differences (p ≤ 0.05) were observed in only 9 cases out of the 57 items, which means that overall, the differences are not substantial, and the male and female students generally tend to agree on the characteristics of an effective language teacher [ABSTRACT FROM AUTHOR]

Various methods of teaching English to EFL students in Indonesia have been used to increase their language skills. However, students' English proficiency is still not satisfactory. Therefore, this paper aimed at investigating the effects of using authentic English video clips to improve listening comprehension among EFL students in Aceh, Indonesia. A quasi-experimental group design with non-randomized pretest-posttest control was employed in this study. The sample of the study were 68 second-year students of State Senior High School 4 Banda Aceh. The experimental group was treated by using authentic English video clips and the control group was taught by using audio compact disc (CD). A listening test was used as an instrument to collect data. Analysis of variance (ANOVA) was used to analyze the data collected. Results showed that the use of authentic English video clips significantly improved students' achievement in listening comprehension in comparison to those taught by using audio compact disc (CD), i.e., there was a significant difference between students who were taught by using authentic English video clips and students who were taught by using audio compact disc (CD) in terms of listening comprehension. [ABSTRACT FROM AUTHOR]

Despite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997). Thus different activities have been proposed to motivate students to write one of which is dialogue journal writing, and the present work tries to investigate the possible effect(s) of such activity on writing ability of a group of English students at Islamic Azad University- Hamedan branch. To do this, 50 students obtaining 1 and 2 on the TWE scale on the structure section of a TOEFL test were selected and randomly assigned to experimental and control groups. After some introductory sessions, the students were asked to write paragraphs on a weekly schedule and hand them in to be corrected. In the experimental group the students were, furthermore, asked to keep journals and hand them in. After 4 months, the students in both groups took part in a writing exam in which they had to write two paragraphs on the topics given. The comparison of the means at p

Background: Second/foreign language teaching has been considered as a dialogic and interactive job in which teachers' and students' emotions and behaviors are closely connected to each other. When there is a harmonious and positive relationship between the teacher and students in the classroom, many favorable academic outcomes may emerge. A bulk of research has endorsed the power of positive emotional classroom rapport in EFL contexts. However, its role in preventing negative students' emotions like shame, as an achievement emotion, in terms of perceived control and value tasks has rarely (if any) caught scholarly attention., Objective: This study aimed to provide insights into the role of emotions in L2 education and the way students' shame can be prevented or curbed in light of a positive emotional classroom rapport., Method/design: This article systematically reviewed the theoretical and empirical underpinnings of EFL teachers' positive emotional classroom rapport and students' shame in light of the control-value theory., Results: In this research, it was asserted that by building a positive emotional classroom rapport EFL teachers can block and even eliminate students' shame., Implications: The study offers practical implications to EFL teachers, trainers, principals, and researchers by increasing their knowledge and abilities in managing psycho-emotional mechanisms and factors and enriching interpersonal aspects of EFL education., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Kang and Wu.)

Spiritual pedagogy (SP) as a new educational theory aims to apply cultural and spiritual values in classroom practices. It has been the focus of research in different fields such as counselling, management, and science in the past decades. However, its application in second/foreign language research and practice has been widely overlooked by L2 researchers, to date. To fill this gap, the present study made an effort to provide a theoretical analysis of the conceptualizations, scientific background, benefits, and practical techniques to implement SP in the context of L2 education. In so doing, this paper suggests a number of practices through which SP can be integrated into L2 education among which positive psychology (PP) was more highlighted. Additionally, some practical implications were provided for EFL teachers, teacher trainers, students, curriculum designers, and researchers to enhance their knowledge of spirituality and education. In the end, different suggestions for future research were presented to move this research domain forward., Competing Interests: The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Song.)