Search Results (264)

The Sustainable Development Goals Report 2024, published by the United Nations, highlights quality education as a priority goal, emphasising its essential role in facilitating the achievement of other goals. Although there has been modest progress since 2019, several areas require further advancement, including the development of reading skills. Extensive reading plays an important role in foreign language acquisition, as it not only significantly enhances students’ vocabulary, text comprehension, reading, speaking, and writing skills, but also fosters the development of sustainable learning and self-regulated learning skills. In order to substantially increase students’ reading opportunities, the ‘Reading Circle’ (RC) project was initiated, allowing teachers and their students to read five to eight graded readers during English as a Foreign Language (EFL) classes throughout the school year. During the school year 2023/2024, 45 teachers and 1328 students of Grades 3–11 participated in the 9-month project. The aim of this study was to analyse teachers’ perceptions on the efficacy of the ‘Reading Circle’ project and the most common teaching techniques. The data indicate that the most commonly used teaching techniques across all levels of language learning were the text discussions and the completion of ready-made exercises, while a significant difference across the levels emerged in the techniques of students reading aloud versus reading silently. The findings of this study reveal that teachers highly evaluated the benefits of the project and observed positive improvements in students’ reading motivation, text comprehension, and advancements in their reading and speaking skills, and the outcomes imply that the ‘Reading Circle’ project is an effective method of enhancing sustainable learning and self-regulated learning skills. Full article

This exploratory case study investigates the emotional responses, professional accountability, and action-taking dispositions of 150 Chilean prospective English as a Foreign Language (EFL) teachers towards language assessment scenarios. Despite the growing interest in assessment, little research has focused on the affective experiences of trainee teachers. Participants completed the Emotionally Loaded Situations Questionnaire, which assessed their reactions to situations where students fail language assessments. The study reveals that these situations elicited negative emotional responses, leading to a diminished sense of teacher identity due to perceived inefficiencies in teaching and assessment practices. The findings also highlight the teachers’ dispositions towards taking corrective actions, such as revisiting teaching and assessment strategies, reinforcing assessment content, and improving future practices. As to professional accountability, trainee teachers acknowledge that their teaching performance has a direct effect on their students’ assessment results. These outcomes emphasize the need for further research on the affective dimension in language assessment to better support the professional development of future teachers. Full article

The evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educational settings. This study investigated the impact of collaboration within a virtual reality serious escape room game in the Metaverse that was designed for English as a Foreign Language (EFL) learners to explore how this approach influences their academic performance and overall learning experience. A comparative research approach was adopted using twenty (n = 20) adult learners divided into two equal-sized groups; the experimental group completed the virtual reality escape room in pairs, while the control group completed it individually. Mixed methods were employed, utilising a pre- and post-test to measure academic performance, as well as a questionnaire and two focus groups to evaluate participants’ learning experiences. Results indicated a trend of learners working collaboratively showing better learning outcomes and experience, offering valuable insights regarding the integration of serious Metaverse games in language-focused educational contexts. Full article

Collocations typically refer to habitual word combinations, which not only occur in texts but also constitute an essential component of the mental lexicon. This study focuses on the mental lexicon of Chinese learners of English as a foreign language (EFL), investigating the representation of collocations and the influence of input frequency and L2 proficiency by employing a phrasal decision task. The findings reveal the following: (1) Collocations elicited faster response times and higher accuracy rates than non-collocations. (2) Higher input frequency improved the accuracy of judgments. High-proficiency Chinese EFL learners exhibit better accuracy and faster response times in collocation judgment tests. Additionally, input frequency and L2 proficiency interactively affected both response time and accuracy rate. These results indicate that L2 learners have a processing advantage for collocations, which function as independent entries in the mental lexicon. Both input frequency and L2 proficiency are crucial factors in collocational representation, with increased input frequency and proficiency shifting the representation from analytic retrieval toward holistic recognition in a continuum pattern. Full article

The evolving landscape of educational technology has not only affected the design of teaching learning contents but also the employment of methods of delivery. In Vietnam’s language education discipline, research indicates that the integration of educational technology has significantly expanded the range of delivery modalities available to educators. However, whether the existing modalities can effectively cater to the needs of diverse learning styles remains uncertain. To bridge the research gap, this study initially seeks to assess the effectiveness of commonly utilized delivery modalities in K-12 EFL education. Thirty volunteer EFL teachers from across Vietnam, representing the north, central, and south regions, participated in in-depth interviews. These teachers teach English at primary, secondary, and high schools. The main findings include their current ICT competence levels and preferences for instructional design regarding diverse modalities of delivery. Then, grounding on an in-depth analysis of their choices and perspectives, a trichronous model is proposed and innovated to accommodate diverse learning preferences and maximize learning potential. The research findings and proposal are significant for professional development trainers and teacher educators, providing valuable insights for decision-making regarding the increasing use of technology in current EFL research and practice. This study can contribute to shaping a forward-thinking approach to EFL education in an increasingly digitalized world by addressing challenges and identifying more practical practices in language teacher education. Full article

Noah-2100A and HFE-649, as two electronics fluorinated liquids (EFLs) with low saturation temperature, high safety, excellent insulation properties, and low environmental impact, are considered as replacements for the refrigerants with high Global Warming Potential (GWP), such as HFC-134a and HFC-245fa, in electronic cooling system. However, there is still a knowledge gap of boiling heat transfer for these two EFLs, especially in pin-fin microchannel. The effect of inlet temperatures, mass flow rates, and inlet vapor qualities on boiling heat transfer for two EFLs were studied experimentally in this paper. Overall, though the Noah-2100 has a higher pressure drop-in microchannel than HFE-649, Noah-2100A shows a higher overall thermal performance than HFE-649. Newly developed correlations of the Nusselt number (Nu) and pressure drop for two EFLs in a pin-fin microchannel heat sink were also presented. The proposed correlations can achieve a 10% and 11% mean average percentage error for Nu number and pressure drop. Full article

Bluey stands as the current pinnacle in children’s television series, lauded and adorned with multiple accolades for its educational and social merits. It stands out for its portrayal of childhood social learning within familial settings, offering a realistic depiction of everyday challenges. In addition, Bluey is based on the everyday life of Australian society, clearly reflecting the country’s customs, social values, and natural environments, making it an invaluable resource for enriching the cultural learning of the English language and culture from an Australian point of view, an issue that is rarely addressed in the specialist literature. Thus, this study seeks to identify the cultural and societal facets of Australia depicted in it, with the aim of assessing its pedagogical value in teaching English to non-native learners within the context of primary education. Thirty evaluators analyzed the 52 episodes of the first season of Bluey, endeavoring to identify elements across nine thematic areas. To mitigate variances among evaluators, elements were verified only if agreement was reached by at least three evaluators. In total, evaluators identified 3327 elements representing Australian culture, comprising these categories: (1) Childhood; (2) Devices; (3) Lifestyles; (4) Food; (5) Language; (6) Sports; (7) Animals; (8) Nature; and (9) Places. A total of 1223 elements received verification by the requisite number of evaluators. The resulting catalog of Australia-specific elements per episode serves as a valuable tool in selecting the most instructive episodes for English-language and Australian cultural education for non-natives. This compilation facilitates a nuanced approach to teaching English, rooted in the diverse and culturally rich Australian context, thus breaking away from strictly British and American cultural associations and embracing a broader linguistic and cultural landscape. Full article

Arabic phonotactics significantly differ from English phonotactics in that they usually follow a framework that forbids the presence of consonant clusters in syllabic onsets. This study examines the relationship between Arabic-speaking EFL learners’ spelling accuracy and pronunciation, concentrating on the difficulties caused by consonant clusters in initial and final positions. A mixed-methods approach was employed, involving audio recordings to assess pronunciation accuracy and a spelling test to evaluate spelling performance. According to the results, words with initial consonant clusters (clusters at the beginning of a syllable, or onset) are harder to pronounce and spell than words with final consonant clusters (clusters that follow the vowel). Initial consonant clusters are considered to demand a quick transition in consonants at the start of a syllable, requiring more exact articulation. On the other hand, final clusters allow for a more progressive and straightforward articulation by involving a consonant transition following the initial vowel sound. Additionally, epenthesis may be used as a method to break up consonant clusters in L1 phonological interference, which is consistent with Arabic phonotactic patterns. Full article

The growing significance of English in global communication has heightened interest in sustainable English as a Foreign Language (EFL) instruction. Regrettably, sustainable EFL education has received insufficient attention, especially in the Indonesian context. To address this issue, recent conceptual research by Gayatri et al. has put forth a practical recommendation, namely the Sustainable Blended Global Discussion (SBGD) method, which combines classroom and online learning to engage students in global discussions with foreigners, promoting critical thinking. Despite being constructed on a solid foundation of theory and Indonesian context, the success of SBGD remains to be demonstrated. Hence, a multiple case study was conducted to examine the adaptation of SBGD in EFL classes at different universities. The EFL teachers were interviewed to explore the method’s advantages and challenges. Questionnaires were employed to study the perception and the critical thinking skills of 57 students, with some of them also being interviewed. Results showed that students indicated positive perception of the implementation of SBGD (M = 4.02 and M = 4.05). Additionally, students demonstrated a higher level of critical thinking skills through the teacher’s SBGD implementation in teaching and learning. Furthermore, greater student engagement, improved English language skills, and improved critical thinking were all observed; however, improvements like smaller group discussions, more facilitator involvement, and institutional supports were needed. This study is significant in addressing challenges and recommending the SBGD method as a solution for implementing online technologies in under-resourced contexts, specifically Indonesian higher education. The findings contribute to the literature on blended teaching and digital tools for second language education, with broader implications for similar educational settings. Full article

This pilot study explores the effectiveness of digital storytelling in improving the oral use of the passive voice among Lebanese undergraduate EFL students. Conducted during the 2021/2022 spring semester amidst Lebanon’s ongoing economic and social crises, the study involved an experimental group using a digital storytelling strategy and a control group receiving traditional instruction. The research employed a quantitative approach, utilizing a pretest and a posttest to assess grammatical accuracy and fluency, and qualitative interviews to gauge student perceptions. The findings indicate that digital storytelling significantly enhances students’ ability to use the passive voice in oral communication, fostering greater engagement and a deeper understanding of grammatical structures. Despite the challenges posed by the COVID-19 pandemic and Lebanon’s economic difficulties, students in the experimental group demonstrated marked improvement over those in the control group. The study’s limitations include its small sample size and the specific context of a private Lebanese university, which may limit generalizability. However, the results offer promising insights into the benefits of digital storytelling as a pedagogical tool, suggesting its potential for broader application in EFL education. This research contributes to the growing body of literature on technology-enhanced language learning and underscores the need for further exploration in diverse educational settings. Full article

The advancement of technology has led to the creation of numerous platforms that could potentially be used for remote education. For example, the recent development of the English Diploma Programme at a top university in the Kingdom of Saudi Arabia (KSA) deploys a new platform known as Area9 Lyceum (Area9). Because the English Diploma Programme is a recent development, and especially given its use of a new platform, this proposed research will investigate learners’ attitudes to and acceptance of using the platform. Furthermore, it will look at how other universities could benefit from this experience to develop their own English as a Foreign Language (EFL) programmes along technological lines, specifically by deploying a survey tool based on the unified theory of acceptance and use of technology (UTAUT). The results reflect the positive attitude of the participants. Recommendations can be drawn from this study to help persuade stakeholders in higher education to adopt such platforms in the teaching of EFL or English as a Second Language (ESL). Full article

The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students’ writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners’ narrative writing proficiency. Full article

The importance of content knowledge (CK) for effective teaching and student learning is widely recognized. However, there is still a lack of detailed understanding of the CK held by early childhood education (ECE) teachers, particularly those teaching English as a foreign language (EFL). To fill this gap, our study utilized a qualitative approach, specifically stimulated recall classroom observation, to examine the various categories and subcategories of CK among Chinese EFL teachers in kindergartens. Six EFL teachers participated, two with English backgrounds and four with ECE backgrounds. Our findings highlight the multifaceted nature of CK in ECE EFL teaching, identifying three categories: knowledge of first language (L1) acquisition, knowledge of second language (L2) acquisition, and knowledge of linguistics. Notably, there were significant differences between the teachers with English and ECE majors, particularly in the most frequently mentioned CK subcategory and in how L1 is learned. This study not only illuminates these differences but also provides valuable insights for future research and practical applications in ECE EFL teacher education. Full article

This study examined the use of virtual reality (VR) scaffolding in English as a Foreign Language (EFL) instruction, focusing on its effects on speaking anxiety and learner perceptions and the need for tailored assessment methods. The study involved 34 Taiwanese university medical students and utilized quantitative and qualitative questionnaires. The quantitative results indicated a significant reduction in speaking anxiety and positive perceptions of VR-assisted learning. Qualitative findings revealed that students experienced dual anxieties related to language and technology during VR learning and nervousness during performance evaluations in a VR setting. This study highlights the importance of creating interactive scaffolding that considers individual learner differences and supports personalized learning experiences. It also underscores the necessity of adopting assessment strategies that align with VR environments’ unique, immersive nature in language instruction. Our findings contribute to the growing body of research on VR applications in language learning, offering valuable insights for educators and researchers aiming to leverage this innovative technology in the EFL context. Full article

Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners’ use of AI, particularly in language education. Grounded in self-determination theory, this study investigates the factors influencing Chinese English learners’ intention to use AI for language learning. Utilizing structural equation modeling, this research examines the mediating roles of grit, flow, and resilience in the relationship between basic psychological needs and the intention to use AI. Data were analyzed using AMOS 26 and SPSS 26. The findings reveal that flow, grit, and resilience mediate the relationship between basic psychological needs and the intention to adopt AI tools for language learning. This study provides valuable insights into how educational environments can be designed to fulfill psychological needs, thereby fostering greater engagement and acceptance of AI in language education. Full article