The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students: A quasi-experimental study

In the world of English as a Foreign Language pedagogy, the efficacy of interactive instructional methods, particularly presentation-based activities, has garnered increasing attention. This study aimed to elucidate the potency of such activities in boosting the speaking prowess of Saudi English students. Employing a purposive sampling technique, 16 male students were methodically selected and partitioned into experimental and control groups. Through a quasi-experimental design, the study assessed linguistic proficiency using a detailed pre- and post-intervention rubric. Empirical findings revealed a significant enhancement in the experimental group's speaking skills after immersion in presentation-driven tasks. This was evident in improved fluency and coherence, enriched lexical resources, heightened grammatical range and accuracy, superior pronunciation, more compelling content delivery, and enhanced engagement and interaction skills. Crucially, this observed improvement in speaking skills among participants may be attributed to enhanced self-confidence fostered through their engagement in presentation-based activities, an integral facet of efficacious language learning. This research underscores the importance of integrating practical tasks in EFL curricula and aligns with previous academic discourses that emphasise the virtues of hands-on learning. These insights hold significant implications for educators, curriculum designers, and education policymakers in refining EFL instructional practices and fostering genuine language mastery.

Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context

Introduction

This study investigated the effectiveness of artificial intelligence-based instruction in improving second language (L2) speaking skills and speaking self-regulation in a natural setting. The research was conducted with 93 Chinese English as a foreign language (EFL) students, randomly assigned to either an experimental group receiving AI-based instruction or a control group receiving traditional instruction.

Methods

The AI-based instruction leveraged the Duolingo application, incorporating natural language processing technology, interactive exercises, personalized feedback, and speech recognition technology. Pre- and post-tests were conducted to assess L2 speaking skills and self-regulation abilities.

Results

The results of the study demonstrated that the experimental group, which received AI-based instruction, exhibited significantly greater improvement in L2 speaking skills compared to the control group. Moreover, participants in the experimental group reported higher levels of self-regulation.

Discussion

These findings suggest that AI-based instruction effectively enhances L2 speaking skills and fosters self-regulatory processes among language learners, highlighting the potential of AI technology to optimize language learning experiences and promote learners' autonomy and metacognitive strategies in the speaking domain. However, further research is needed to explore the long-term effects and specific mechanisms underlying these observed improvements.

The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model

Introduction

This research aimed to explore the relationships among teacher self-efficacy, teacher resilience, emotion regulation, and teacher burnout within the context of Chinese English as a foreign language (EFL) teachers.

Methods

A sample of 638 Chinese EFL teachers participated in this study. They completed self-report assessments for teacher self-efficacy, teacher resilience, emotion regulation, and teacher burnout. Confirmatory factor analysis was conducted to establish the construct validity of the measurement tools. Subsequently, structural equation modeling was utilized to assess the proposed structural model.

Results

The results of the study revealed significant insights. Teacher self-efficacy and resilience exhibited direct and negative associations with teacher burnout. Additionally, an interesting finding emerged where teacher emotion regulation indirectly affected teacher burnout, mediated by teacher resilience. The analysis supported the suitability of the partial mediation model as the best-fit representation of the relationships.

Discussion

The findings of this study provide valuable implications for EFL teaching programs. The negative connections between teacher self-efficacy, resilience, and burnout highlight the importance of nurturing these factors to mitigate burnout risk. The discovered mediation effect of teacher resilience emphasizes the role of emotion regulation in promoting teachers' overall well-being. These outcomes collectively contribute to the understanding of teacher dynamics and suggest potential avenues for targeted interventions.

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation

Introduction

This study employed an explanatory sequential design to examine the impact of utilizing automatic speech recognition technology (ASR) with peer correction on the improvement of second language (L2) pronunciation and speaking skills among English as a Foreign Language (EFL) learners. The aim was to assess whether this approach could be an effective tool for enhancing L2 pronunciation and speaking abilities in comparison to traditional teacher-led feedback and instruction.

Methods

A total of 61 intermediate-level Chinese EFL learners were randomly assigned to either a control group (CG) or an experimental group (EG). The CG received conventional teacher-led feedback and instruction, while the EG used ASR technology with peer correction. Data collection involved read-aloud tasks, spontaneous conversations, and IELTS speaking tests to evaluate L2 pronunciation and speaking skills. Additionally, semi-structured interviews were conducted with a subset of the participants to explore their perceptions of the ASR technology and its impact on their language learning experience.

Results

The quantitative analysis of the collected data demonstrated that the EG outperformed the CG in all measures of L2 pronunciation, including accentedness and comprehensibility. Furthermore, the EG exhibited significant improvements in global speaking skill compared to the CG. The qualitative analysis of the interviews revealed that the majority of the participants in the EG found the ASR technology to be beneficial in enhancing their L2 pronunciation and speaking abilities.

Discussion

The results of this study suggest that the utilization of ASR technology with peer correction can be a potent approach in enhancing L2 pronunciation and speaking skills among EFL learners. The improved performance of the EG compared to the CG in pronunciation and speaking tasks demonstrates the potential of incorporating ASR technology into language learning environments. Additionally, the positive feedback from the participants in the EG underscores the value of using ASR technology as a supportive tool in language learning classrooms.

Exploring Academically Transitioning Students' Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study

This study reports on the ongoing experiences of academically transitioning students with textbook-based learning. The study was conducted at a Chinese university among first-semester English-as-a-foreign-language (EFL) students transitioning from high school to university. Qualitative analysis of interviews with the students, students' written reflections, and field notes about their learning activities revealed that their paths were not linear; instead, they experienced both progression and regression in textbook-based learning during their academic transition. Their initial passion for learning in a new context was soon replaced by their need to adjust, primarily due to differences between their prior and current learning experiences and the language demands. The students' adjustments were supported by their own agency and the use of adapted instructions. The study concludes that the students' ongoing experiences with textbook-based learning were complex and dynamic, but the students were also amenable to adjustment.

EFL teachers' digital literacy: the role of contextual factors in their literacy development

INTRODUCTION

Digital technology can have significant effects on language education. This effect makes the English language teachers teach the subjects better to the students and also improves the quality of teachers' education.

METHODS

The purpose of this research is to evaluate the digital literacy of English language teachers and to investigate the difference between digital literacy and their gender, education level, and teaching experience. To conduct the study, the researcher invited 2,110 EFL teachers to fill out the Teachers' Digital Literacy questionnaire. The researchers used SPPS and AMOS in analyzing the obtained data.

RESULTS

The results of the study indicated that teachers' contextual factors do not influence their digital literacy skills. In addition, the study showed that teachers' attitudes toward technology, their skill to use technology, and their access to technology can significantly affect teachers' digital literacy.

DISCUSSION

Implications of the study are further discussed in this paper.

Job burnout among teachers handling English as a foreign language in China: review and prospects

In recent years, job burnout of English as a foreign language (EFL) teachers in China has become prominent in the field of education and psychology, with the related research articles generally on the rise. Using the database of Web of Science (WOS) and the sub-database of Chinese Social Sciences Citation Index (CSSCI) in China National Knowledge Infrastructure (CNKI) database, this paper comprehensively reviews the current situation of research on job burnout of EFL teachers in China between 2020 and 2023, from the aspects of research methods, research focuses and research findings. The literature research results show that on the whole, the research on job burnout of EFL teachers in China is still in its infancy, and that the research level is still relatively low. Based on the systematic reviews of the collected studies, we can conclude that although there is no unanimous conclusion between demographic variables and job burnout severity of EFL teachers in China, we can intervene at both the teacher and school levels to alleviate job burnout of EFL teachers. This review paper analyzes some main problems existing in the current research, for example, lack of theoretical construction and guidance, too much concentration on some research topics, lack of diversified and interdisciplinary research methods, lack of longitudinal research, and potential directions for future research are also discussed in the paper.

Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout

Introduction

Foreign language teaching is a demanding and challenging profession, and teacher burnout is a common issue in this field. There is a growing research interest in exploring the factors that can protect teachers from burnout and promote their well-being, as well as their effectiveness in the classroom. One such factor might be loving pedagogy, which refers to a teacher's positive and compassionate attitudes and behaviors toward their students. This study aimed to examine the association between Dispositions toward Loving Pedagogy (DTLP), teacher self-efficacy, and teacher burnout among a sample of Chinese English as a foreign language (EFL) teachers.

Methods

The participants included 428 English teachers from various parts of China. Data on the three constructs were gathered using an electronic survey which comprised three valid questionnaires for these variables. Structural equation modeling (SEM) was used to test the hypothesized relations among the latent constructs.

Results

The results indicated that loving pedagogy dispositions negatively affected teacher burnout and that teacher self-efficacy mediated the effect of loving pedagogy on burnout. More precisely, higher levels of loving pedagogy were associated with greater levels of teacher self-efficacy, which is in turn negatively affected teacher burnout.

Discussion

These outcomes shed more light on the importance of loving pedagogy dispositions for teachers' mental health and well-being. The findings have implications for theory and practice, as they suggest that fostering loving pedagogy dispositions among teachers can help prevent burnout and promote their well-being. Teacher training programs could integrate this construct into their curricula to support teachers in developing these attitudes and behaviors. Additionally, future research could explore ways to enhance loving pedagogy and self-efficacy among teachers and assess their impact on teacher well-being and effectiveness.

Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset

Introduction

The aim of this study was to investigate the relationship between student burnout and two key factors - perceived school climate and growth mindset - in the context of English as a foreign language (EFL) learning among Chinese students.

Methods

A sample of 412 intermediate English language learners from China participated in an online survey and completed valid measures of the three constructs. Confirmatory factor analysis (CFA) was used to establish the validity of the scales used to measure the three latent variables. Structural equation modeling (SEM) was then used to test the proposed model.

Results

The results of SEM showed that both perceived school climate and growth mindset had a significant positive impact on EFL student burnout, with perceived school climate having a stronger effect compared to growth mindset.

Discussion

The findings suggest that promoting a positive school climate and fostering a student growth mindset can help reduce student burnout in EFL settings.

A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers

Introduction

This study aimed to investigate the relationship among teacher enthusiasm and teacher self-efficacy, grit, and teacher psychological well-being among Chinese English as a foreign language (EFL) teachers.

Methods

A sample of 553 Chinese EFL teachers completed self-report measures of teacher enthusiasm, teacher self-efficacy, grit, and teacher psychological well-being. Confirmatory factor analysis was used to confirm the validity of the scales, and structural equation modeling was used to test the hypothesized model.

Results

The results indicated that teacher self-efficacy and grit were positively associated with teacher psychological well-being, providing support for the importance of these teacher characteristics in promoting teacher well-being. Furthermore, teacher enthusiasm was found to have an indirect effect on teacher psychological well-being through the mediation of teacher grit, providing evidence for the importance of teacher motivation and engagement in promoting teacher well-being. The partial mediation model was found to be the best fitting model.

Discussion

These findings have important implications for the development of interventions and programs aimed at promoting teacher well-being in the context of EFL teaching.

Reflecting on the Synergy Between Computer-Mediated Intercultural Communication and the Coronavirus Memory Archive: An Intrinsic Case Study

The coursebook-centered approach adopted by the Hellenic Open University's Master's program in TEIL/TEFL has lost momentum during the coronavirus lockdown periods. This study addresses synergies between institutional policy and involved participants through the experience of an EFL teacher with a Computer-Mediated Intercultural Communication-based assignment about the online archivability of teaching and learning reflections. Relying on her study journal, the EFL teacher proposed a reflection-based inquiry into the compilation of a student-generated coronavirus memory archive on the e-me digital platform. Three journaling spaces emerged in the context of teacher development: the physical, the digital and the academic archive. The results indicated the transformative effects that archival procedures have on the dominant training practices of a graduate-level TEFL program. This study holds implications for flipping a switch on the educator-educatee relationship, while examining how reflective teaching pedagogy assimilates the learners' creative response to remoteness.

Writing proficiency in English as L2 in Spanish children with dyslexia

Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). Participants completed a series of tasks both in Spanish and English: a picture naming task, a word reading task, a word spelling task, and a written composition of which we analysed its quality through different variables provided by the Coh-metrix software. Our results revealed that children with dyslexia show similar or parallel performance in written composition in both languages, which could imply a language transfer effect from L1 and L2. Besides, basic language skills are related to the characteristics of written composition to a greater extent in English than in Spanish, suggesting the impact of these on the quality of written composition.

EFL university students' perceptions about cross-cultural presentations via videoconferencing

This study aims to examine EFL university students' perceptions about cross-cultural videoconferencing presentations for professors in the United States. Nineteen Taiwanese English-as-foreign-language university students who studied in a night program for a bachelor's degree attended the study. Each of them was free to choose a topic related to Taiwanese cultures and individually made a 25-min presentation plus a five-minute question-and-answer session. After the presentation, they watched recordings of their presentations, completed a five-point Likert-scale attitude survey, and wrote down their reflections. The results showed that the participants were positive about the activity. Based on the analysis of their reflections, the participants acknowledged various aspects of the cross-cultural presentations, such as the opportunities to use English meaningfully, motivation to prepare for the project, and the authentic nature of the interaction. However, the participants had concerns about their language abilities, anxiety, and limited preparation time. Finally, they mentioned the impact the presentation had on them. Pedagogical implications and suggestions for future research are provided.

Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors

Researchers have been striving to investigate the causes and consequences associated with writing anxiety experienced by students of foreign languages. This study aimed to investigate the level and nature of writing anxiety experienced by learners of foreign languages, considering gender as a variable. The study's second goal was to uncover the learners' perspectives on writing anxiety and the factors that contribute to it. The convenience sample method was used to choose seventy-six students to participate in the English language teacher training course. Second Language Writing Anxiety Reasons Inventory (SLWARI) and Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004; Kara, 2013) [1,2] were used in order to determine the levels and types of anxiety that are associated with learners' foreign language writing. Both inventories were used to determine what causes learners' foreign language writing. In order to gain a comprehensive understanding of how students perceive the level of anxiety they feel when writing, a semi-structured interview was conducted with each participant. The data showed that there was no difference when taking into account learners' gender concerning their anxiety levels and kinds. The vast majority of individuals reported feeling a significant amount of anxiety. The subjects exhibited cognitive anxiety symptoms, although there were no indications of gender effect. The responses to the interview questions highlighted a deficiency in both writing practice and linguistic expertise as critical contributors to anxious sentiments.

The Case for Smiling? Nonverbal Behavior and Oral Corrective Feedback

Oral Corrective Feedback is a widely used teaching strategy that has been found to help language acquisition. The factors that contribute to its effectiveness, however, remain elusive. In this study, the role of smiling during teachers' OCF provision is investigated in intact language classrooms by modifying the analytical framework developed by Lyster and Ranta (Stud Second Lang Acquis, 19(1):37-66, 1997), which determines OCF effectiveness by the success of the learner uptake. In addition to the feedback strategies used, this study examines teacher smiling during the feedback instances, and whether they were genuine or polite smiles. The Facial Action Coding System (Ekman & Friesen, Environ Psych Nonver, 1(1), 56-75, 1976; Ekman, Friesen, & Hager, Facial Action Coding System: The Manual on CD ROM. Salt Lake City, UT: Research Nexus division of Network Information Research Corporation, 2002) is utilized to operationalize smile genuineness. Significant findings indicate that when teacher smiling is genuine, learners are more likely to correct their errors, while polite smiles do not have the same effect.

Impact of social media-supported flipped classroom on English as a foreign language learners' writing performance and anxiety

As flipped classroom has received much attention from researchers and educators, some scholars have investigated the effectiveness of this teaching mode in various English as a foreign language (EFL) settings; however, such an instruction mode has been under-investigated in the Chinese EFL context. Therefore, the current study examined a flipped course's impact on Chinese EFL learners' writing performance and anxiety utilizing a pretest-posttest non-equivalent group quasi-experimental design. First, it selected a sample of 50 Chinese EFL learners from two intact language school classes as the participants via the convenience sampling method. Then, it randomly assigned participants of these two intact classes to a control group (n = 24), taught based on the traditional method of writing instruction, and an experimental group (n = 26), instructed based on social media-supported flipped instruction. The study used two writing tasks and a writing anxiety inventory to gather the data from the participants. The descriptive and inferential statistics results showed that the experimental group-taught based on flipped writing instruction-significantly enhanced their writing performance. Moreover, they revealed that the flipped course substantially reduced participants' writing anxiety. Implications of such findings have been elaborated for EFL research and practice.

An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan

Psychologically complicated by nature, anxiety refers to feelings of worry, fear, or apprehension. Several research studies have been devoted to exploring anxiety's effects on language skills, including writing. Since foreign language anxiety directly influences a learner's motivation and determination to learn that language, it is imperative to study the findings and reasons behind these anxious feelings. One-third of foreign language learners have been experiencing at least a moderate level of anxiety. Researchers have attempted to investigate the causes of anxiety among foreign language pre-service teachers. The present study objectifies two goals to determine the extent of writing anxiety, followed by reasons and references to the role of gender. Seventy-two pre-service teachers of the English language training department from the University of Education, Multan, Pakistan, were selected for the study using convenience sampling. Second language writing anxiety inventory (SLWAI) and second language writing anxiety reasons inventory (SLWARI) were used to collect data, and semi-structured interviews were taken with students. The findings presented no difference in anxiety levels between genders, whereas cognitive anxiety type was distinctive in results. Most of the participants experienced high and medium levels of anxiety.

Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment

Immersive virtual reality (IVR) technology is being used to help EFL learners overcome their difficulties with their language skills, especially writing skills. Past studies showed that the instrument that provides immersion will positively affect learners' written performance. In line with that, this study aims to investigate the vocabulary usage and writing performance of learners who learn vocabulary via IVR versus those who learn from conventional classroom-based instruction. A total of 144 Chinese-speaking English learners, who were divided into experimental group (N = 69) and control group (N = 75), experienced the treatments related to the writing tasks. The results show that the learners in the experimental group wrote more informatively and presented more details. Comparative analysis revealed that learners using IVR performed significantly better on target word usage, lexical density, distribution richness, and completion of task than those in the conventional classroom. Based on the results, it would seem that the positive transfer of learning may be related to the experience of exploring in a virtual environment. The immersion of IVR and the sense of presence and embodiment enable learners to benefit from their immersive experience which aids the use of vocabulary in their writing. The implication of the study demonstrated the impact of the technological factors, whereby what causes the improvement in writing performance is due to the learners' virtual experience and their sense of embodiment.

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers' Equity-Oriented Cognition and Practices

Backgrounds and Aims

Though EFL teachers now generally hold an equity-oriented mindset, they are often blamed for not implementing equitable practices in the actual teaching. The contributing factors causing cognition-practice inconsistency should be recognized and highlighted to ensure equitable teaching. Therefore, by taking an interpretative qualitative approach, this study explored in-depth the contributing factors that caused the mismatch between EFL teachers' equity-oriented cognition and practices.

Methods

We adopted classroom observation and stimulated recall interviews with 10 university teachers to examine the contributing factors that lead to cognition-practice inconsistency.

Results

Our results showed two experiential factors (unpleasant schooling experiences and limited effective training) and five contextual factors (unfavorable student factors, inharmonious classroom climate, toxic school contexts, equity-deficient education system, and negative social cultures) mediated the relationship between teachers' equity-oriented cognition and practices.

Conclusion

The findings shed light on an association between influential factors and teachers' equity-oriented cognition-practice mismatch. Moreover, an equity-oriented teaching framework was thus proposed to help eliminate the constraining effect of these factors.

The impact of COVID-19 and its terminology learning strategies on EFL learners' vocabulary repertoire

COVID-19 pandemic is an unprecedented crisis worldwide posing many linguistic challenges including understanding and learning new related terminology. This study explores the impact of the COVID-19 pandemic and its terminology learning strategies on EFL learners' vocabulary acquisition, particularly in Jordan. A triangulated approach was employed for collecting data including interviews, tests and a questionnaire distributed to 100 EFL learners at a Jordanian university. The qualitative and quantitative analysis of the data showed a positive influence of the COVID-19 pandemic and its terminology strategies on EFL learners' knowledge of vocabulary. It also revealed that the participants were "medium" users of cognitive, determination, and social strategies and "high" users of metacognitive and memory vocabulary learning strategies for acquiring COVID-19 associated terminology. The analysis of the tests demonstrated that the COVID-19 and its Vocabulary Language Strategies (VLSs) have a significant positive impact on students' vocabulary knowledge size. Thus, it verified the effectiveness of the reported strategies for acquiring COVID-19 terminology. The learners' vocabulary repertoire has been enriched with new COVID-19 related vocabulary such as quarantine, lockdown, incubation, pandemic, contagious, outbreak, epidemic, pathology, infectious, asymptomatic, covidiot, pneumonia, anorexia, etc. The findings highlighted the importance of employing efficient strategies for investing newly emerging contexts to cultivate learners' vocabulary repertoire. This study contributes to the area of language acquisition through extensive illustrations of COVID-19 associated lexicon and the intensified-in use associated vocabulary learning strategies. The study concludes with some pedagogical implications and recommendations for further research.

The use of chatbots in university EFL settings: Research trends and pedagogical implications

This mini-review aims to identify major research trends, models, and theories and provide specific pedagogical implications for teaching when using chatbots in EFL classes. This study follows the guidelines of the PRISMA methodology and searches for open-access empirical studies in two reputable databases, Web of Science and Scopus. The results of this mini-review confirm the findings of other research studies, which show that the present research on the use of chatbots in university EFL settings focuses on their effectiveness, motivation, satisfaction, exposure, and assessment. The key contribution of this study lies in its evaluation of the chatbot's potential in applying and integrating the existing theories and concepts used in EFL teaching and learning, such as CEFR, mind mapping, or self-regulatory learning theory. This will address the gap in the literature because no previous review study has conducted such an analysis. Overall, the findings of this mini-review contribute with their specific pedagogical implications and methods to the effective use of chatbots in the EFL environment, be it formal or informal.

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language

The prominent impact of metacognition on learners' academic achievement is widely discussed. Learners armed with appropriate metacognitive strategies should witness enhancement in learning performance. Similarly, the concept of grit is also valued as a crucial factor contributing to the improvement of academic achievement. Nevertheless, discussion of the relationship between metacognition and grit or their collective influence on other educational and psychological variables is limited, not to mention that an instrument measuring learners' metacognitive awareness of grit is a desideratum. Hence, by incorporating the constructs of metacognition and grit, the present research developed a measurement scale to address this need, named the Metacognitive Awareness of Grit Scale (MCAGS). The MCAGS consists of four components and initially included 48 items. It was later distributed to 859 participants for the purpose of scale validation. Confirmatory factor analysis was applied to evaluate the scale's validity and explore the factor-item relationship. A final model containing 17 items was retained. Implications and future directions were discussed.

The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

Foreign language learning has recently been transferred into an online or hybrid mode and this has brought many challenges for both the teachers and the students. Thus, the purpose of this study is to explore students' subjective satisfaction with the use of digital media in their L2 acquisition conducted online, as well as to provide specific recommendations for meeting students' needs in digital media L2 instruction. This is large-scale comparative research conducted in the Czech Republic, Poland, Romania, Iraq, and Malaysia. The data were collected through an online questionnaire in May, June, and July 2021 in the given countries. The findings reveal that students' subjective satisfaction that is related to students' attitudes toward the online learning process, the general usefulness of language, the role of the teacher, and the matters that affect the general process of teaching and learning all gained the positive answers. Whereas the items that are related to students' subjective satisfaction toward language skills, digital-based reading, the effectiveness of online education over face-to-face, and communicating with teachers and peers via social media are all gained negative results. These results need further analysis but they can be an impetus for much larger research and further implications to optimize L2 acquisition.

Visual-Syntactic Text Formatting: Developing EFL Learners' Reading Fluency Components

Developing English reading fluency (ERF) is challenging due to cross-linguistic differences between L1 and L2. This study replicated, with modifications, prior study of "syntactic enhancement and secondary school EFL Students' reading fluency in South Korea." The current project investigated the impact of visual-syntactic text formatting (VSTF) on developing ERF components (i.e., parsing skills, reading speed, and comprehension) in an Iranian context. In order to reformat block-formatted English text in a way to be more concise, the VSTF technology was used. For 20 weeks, two experimental groups (76 intermediate EFL students) read reformatted passages, whereas the control group (n = 38) read their block-formatted textbook. After analyzing the pre-and post-test results, it was demonstrated that reformatted texts could support EFL students to enhance their ERF elements. The researchers also found that VSTF can be used as a syntactic enhancement, making it simpler for EFL learners to receive English syntactic information as input. Findings have led to the reasonable interpretation that learning L2 reading fluency components (RFC) was more productive when the VSTF technology was utilized for the learning processes.

EFL Students' L2 Achievement: The Role of Teachers' Organizational Commitment and Loving Pedagogy

Since student L2 achievement is the primary objective of all language education contexts, a huge number of inquiries have explored the role of students' personal characteristics in promoting their L2 achievement. A plethora of studies have also assessed the impact of teachers' personal and professional qualities on students' L2 achievement. Yet, the effects of teachers' organizational commitment and loving pedagogy have largely been neglected. In addition, no review article has been undertaken to outline the consequences of teachers' organizational commitment and loving pedagogy for students' L2 achievement. Against this backdrop, the present article intends to describe the role of teachers' organizational commitment and loving pedagogy in EFL students' L2 achievement by reviewing the theoretical and empirical evidence. The review revealed that teachers' organizational commitment and loving pedagogy can favorably influence EFL students' L2 achievement. The implications for language teachers, teacher trainers, and educational administrators are also discussed.

The Role of Motivation and Commitment in Teachers' Professional Identity

Teachers’ professional identity is a feature of an educator that must be planned in an extended, steady, and continuing procedure and typically forms in any particular academic and social setting. As the education profession is largely stressful, it calls for consistent commitment and also motivation to help alleviate the difficulties. Indeed, the educators’ efficiency and effectiveness are mediated by these constructs to both school problems as well as the teaching work as a whole. Besides multiple factors affecting teachers’ professional identity, commitment and motivation have important functions that are addressed by this mini-review of literature. Briefly, several implications are proposed for the EFL instructional recipients.

Chinese English as Foreign Language Teachers' Self-Efficacy and Motivation as Predictors of Burnout

In contemporary education, educators are a central and focal component of academic structures accountable for education growth. Educators have an effective role in presenting and planning an effective and important academic program. However, they usually experience burnout due to their stressful job that affects the procedure of their teaching. So, considering the variables that help them in mitigating their burnout should be taken into account. The concept such as educator efficacy has recently attracted significant attention in education fields which by itself emphasizes educators and gets them into the focus of attention in education. Also, the concept of motivation has a strong relationship with the expert aspect of the educators and its significance for language educators and their students are increasingly gaining respect in various worldwide settings, in which lower educators' motivation is generally a reason for distress. To focus on the predictability role of these constructs on teachers' burnout, 428 female and male Chinese English as Foreign Language (EFL) teachers from more than 17 cities in nine provinces of China were asked to fill out the three scales, namely, teacher motivation, efficacy, and burnout. The main results of the study, achieved through Pearson Correlation, postulate that the relationships exist among the variables of the study, and by running multiple regression analysis, it is revealed that both variables, namely, self-efficacy and motivation, were the predictors of teachers' burnout, while self-efficacy was a better predictor. Regarding the applications, educator training plans can focus more on educator self-efficacy and motivation, because of their proven important role in decreasing educator burnout.

English as a Foreign Language Learners' Well-Being and Their Academic Engagement: The Mediating Role of English as a Foreign Language Learners' Self-Efficacy

Well-being is a crucial necessity within the educational setting that is also taken into account as a central aspect of people's inclination in the subject of positive psychology (PP) study which is vital for the learners' affective equilibrium and proper development and improvement. Likewise, learners' engagement has been demonstrated to have a fundamental function in education. A great amount of attention has been given to this concept and its possible indicators because of its role at the core of learners' educational achievement. Alternatively, it is commonly maintained that self-efficacy has turned into a significant mental concept enhancing the educational cycle and educational presentation that influences learners' decisions regarding their educational assignment and manners and their way of thinking and feeling when it comes to education. This review attempts to survey the role of learners' self-efficacy as a mediator on their well-being and academic engagement. In conclusion, some suggestions and commendations have been proposed for language-teaching participants in scholastic situations.

The Role of English as a Foreign Language Teachers' Mindfulness and Compassion in Fostering Students' Foreign Language Enjoyment

With the popularity of positive psychology in English as a Foreign Language (EFL) teaching and learning, learners' positive emotions have attracted great academic attention. Foreign language enjoyment (FLE) is regarded as a constructive emotion and key component for learners' academic engagement that is affected by educators' emotions and psychological attributes. Earlier studies have proved the positive role of educators' mindfulness and compassion in reducing learners' negative feelings, boosting their positive emotions and building a harmonious teacher-student rapport. Through mindful and compassionate training, EFL teachers are skilled at creating a joyful learning atmosphere, showing understanding and support toward learners, as well as inspiring learners with enthusiasm and joy. The present review makes efforts to emphasize the significant effect of EFL teachers' mindfulness and compassion on fostering students' FLE. Moreover, a number of practical implications are provided for EFL teachers, teacher educators, school managers, and future directions are offered for enthusiastic researchers to conduct similar and complementary research in the field of foreign language education.

The Constructive Role of Teacher Enthusiasm and Clarity in Reducing Chinese EFL Students' Boredom

With the rise of positive psychology, the role of teachers’ emotions and interpersonal communication skills has been recently highlighted in the literature. However, the preventive role of teacher enthusiasm and clarity in reducing EFL students’ boredom has not caught sufficient attention among L2 scholars. Against this gap, this article, first, presented the definitions, dimensions, and conceptualizations of teacher enthusiasm, clarity, and students’ boredom. Next, theoretical and empirical backgrounds were provided to support the claim that enthusiasm and clarity of EFL teachers can stop students’ classroom boredom. Additionally, the study presented the implications and future directions of this line of research for different people such as EFL teachers, teacher trainers, and L2 scholars. The ideas can improve their awareness of teachers’ positive emotions, interpersonal skills, and their roles in L2 education.

An exploration into the impact of augmented reality on EFL learners' Reading comprehension

This study investigated how Augmented Reality (AR) impacted EFL learners' reading comprehension and attitudes toward utilizing AR. A mixed-method was used with a sample composed of 64 upper-intermediate EFL learners in a state university in Iran. Independent and paired sample t-test were used to investigate the experimental group's reading comprehension and possible differences between groups' reading comprehension after utilizing AR. The quantitative findings indicated that the experimental group showed a significantly higher reading comprehension level than the control group. The thematic analysis of the semi-structured interviews revealed that students enjoyed using augmented reality and preferred it to traditional reading comprehension methods. Furthermore, AR increased students' interest in reading comprehension tasks and enhanced their willingness to use AR-based approaches in EFL classes.

Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic

Due to the Covid-19 pandemic, the world experienced a fast transition to online education, starting in March 2020. This study aimed to review the process from the perspectives of prospective teachers and teacher trainers in a foreign language teacher education program after two semesters of mandatory distance education to make adjustments and take precautions for online possibilities in the future. Data was collected through questionnaires composed of open- and closed-ended items. A range of themes emerged from the responses, presented in terms of participants' preferences, their perceived benefits and challenges and recommendations for the future.

Understanding EFL Teacher Engagement in TDTs' Collaborative Curriculum Design: A Chinese Case Study From the Activity Theory Perspective

While collaborative curriculum design (CCD) has gained increasing attention in the field of education, there is scant research as to how EFL teachers implement it in authentic design contexts. The present case study places particular emphasis on teacher activities during collaborative EFL curriculum development in China. The researchers adopt Activity Theory as an analytical tool to understand the relationships between EFL teachers, reform goals, and various aspects of the sociocultural context in which CCD is advocated, highlighting the pivotal role that mediation of knowledge/experience plays in the teacher learning community. Research findings indicate that the TDTs’ collaborative process is a socially constructed and culturally mediated activity that promotes EFL teacher development. Moreover, in-service teachers are prone to take challenges through educational reforms out of teacher motives and external stimuli. Limitations of the CCD model are also discussed to shed light on future research.

Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students

Several studies have highlighted that reading comprehension is determined by different linguistic skills: semantics, syntax, and morphology, in addition to one's own competence in reading fluency (accuracy, speed, and prosody). On the other hand, according to the Linguistic Interdependence Hypothesis, linguistic skills developed in one's own native language (L1) facilitate the development of these skills in a second one (L2). In this study, we wanted to explore the linguistic abilities that determine reading comprehension in Spanish (L1) and in English (L2) in Secondary Education students. To do this, 73 Secondary Education Students (1st and 3rd year) participated in this study. The students carried out a battery of tasks in English and Spanish, all of them related to reading comprehension (expository text) and different linguistic skills, which included syntactic awareness tasks, synonymy judgment tasks (vocabulary), and morphological awareness tasks. The results indicated a positive correlation between linguistic competencies in both languages (indicating a transfer effect between languages), which were determined by school year, with a lower performance in the 1st year than in the 3rd year. Moreover, we found more skills with correlations in English reading comprehension than in Spanish. Finally, reading comprehension in L1 was mainly explained English reading comprehension, while English reading comprehension was predicted by grade, and syntactic awareness, as well as Spanish reading comprehension. This could be explained by the different levels of exposure to L1 and L2 of sample subjects, as the linguistic variables have different influences on the reading comprehension of both languages.

Understanding Formative Assessment Practice in the EFL Exam-Oriented Context: An Application of the Theory of Planned Behavior

Formative assessment (FA) has been used to facilitate EFL learning and teaching. However, due to factors such as task complexity and time constraints, FA implementation faces a variety of challenges, especially in countries with an exam-oriented education system. Drawing on the case of EFL teachers from Chinese public secondary schools, this study examines the features of FA practice and explains their underlying aspects in an EFL exam-oriented context from a social psychology perspective. It adopts a mixed-methods research approach. Guided by the theory of planned behavior, 10 English teachers from Guangdong province in China were interviewed to establish an item pool for a structured questionnaire. A total of 161 English teachers from four cities in Guangdong province took part in the subsequent survey. The results revealed that the participating teachers have an implicit understanding of FA, based primarily on its literal meaning and their own teaching experience. They know and follow FA methods but lack confidence about their own practice. Regional differences were significant. Possible reasons for the perceptions and practices of Chinese EFL teachers from public secondary schools are the teachers’ own attitudes, the influence of other stakeholders, and the limitations of the FA methods. The study elucidates the features of FA practice and its mechanism in an EFL exam-oriented context.

The Interplay of EFL Students' Enjoyment, Hope, Pride and Self-Regulation

Nowadays, emotions are among the most significant issues in the route of learning a language that should be taken into consideration. Consistent with the fundamental function of positive psychology (PP) and also the theory of broaden-and-build, enjoyment in language learning especially the foreign language is among those positive emotions that encourage EFL learners to develop their perspective to achieve. Efforts to apprehend and develop the academic achievement of EFL learners have also progressively concentrated on self-regulation as it boosts learners’ enjoyment, hope, pride, self-control, and learning. Besides, in line with the investigations of these positive emotions, principles of PP, the present review makes every effort for the interplay and its effects in language learning. It is pertinent to state that the present review of studies can benefit academic organizations, professional development centers, policymakers in the academic community to consider the role of emotions, namely positive ones and their positive impact on language learning.

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context

Learners' emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question. The measurement models were first verified using confirmatory factor analysis (CFA). Then, the structural model for the relations among the variables was tested employing structural equation modeling (SEM). The SEM results showed that although FLE and FLCA significantly predicted ideal L2 self, FLE was a stronger predictor of ideal L2 self than FLCA. This study provides significant pedagogical implications for EFL practitioners.

Afghan EFL instructors' perceptions of English textbooks

The study examined EFL instructors' perceptions of English textbooks. It also investigated whether the instructors' gender and the type of textbooks they used had a significant impact on their responses. A survey questionnaire with 30 closed-ended items was utilized to collect the data from 60 randomly selected EFL instructors who were teaching English in higher education institutions and English language centers. SPSS version 26.0 was used to analyze the data. The findings showed that the instructors had positive perceptions about English textbooks. They also believed that four skills of English were equally represented in the textbooks, and they contained adequate listening, speaking, reading and writing activities. In addition, the textbooks were enriched with the cultural issues of the target language and that they were appropriate for the Afghan context. The results also showed that textbooks served various roles in EFL classrooms, for instance, as a source of assessment and assignment. There were not statistically significant differences between female and male instructors' responses. However, the type of textbooks they used significantly impacted their perceptions of English textbooks. EFL Programs are recommended to encourage and support their instructors to use other English learning resources to optimize their students’ learning.

Exploring the Relationship Between Chinese EFL Students' Grit, Well-Being, and Classroom Enjoyment

It has been documented that grit plays an indispensable role in the process of language learning and teaching. It is postulated that gritty people are more able to become involved in classroom practice and remain motivated even in light of challenges; however, what remains vague is the interplay of grit, well-being, and classroom enjoyment. To this end, 335 male and female Chinese EFL (English as a Foreign Language) learners who were studying English in 28 universities took part in this study. They completed three questionnaires including the grit scale questionnaire (Grit-S), foreign language enjoyment scale, and PERMA well-being scale. The Pearson coefficient of correlation was run to investigate the first research question of the study while, after checking the preliminary assumptions, for the second research question a multiple regression analysis was used. The findings of the study demonstrated that there is a positive relationship between learners' grit and enjoyment, and high degrees of enjoyment were interrelated to high degrees of grit. The findings of the study also signified that grit significantly predicted students' well-being and was also a predictor of classroom enjoyment. Finally, some implications and recommendations have been offered for language teaching stakeholders in educational settings.

Teacher Stroke as a Positive Interpersonal Behavior on English as a Foreign Language Learners' Success and Enthusiasm

In the context of language learning, teacher-student interactions are regarded as pivotal for their impact on the education of learners and their academic journey. To help learners succeed, the teachers may employ various ways to develop this interpersonal relationship, one of which is teacher stroke which is also called teacher praise. Interpersonal skills, societal encouragement, and stroking manners, respect, consideration, or reactions that an individual provides for others can uphold such a connection and can affect the enthusiasm of the students. To this end, this study makes an effort to review the prominence of teacher stroke in the process of learning in the classroom and illustrate their relationship and their impact on the enthusiasm and success of the learners. Furthermore, this study contributes to the body of dominant literature and suggestions and recommendations have been presented for the language teaching stakeholders in the educational setting.

Predictors of 30- and 90-Day COPD Exacerbation Readmission: A Prospective Cohort Study

Background

Readmission following COPD exacerbation is a common and challenging clinical problem. New approaches to predicting readmissions are required to help mitigate risk and develop novel interventions.

Methods

We conducted a prospective cohort study in 82 COPD patients admitted due to an exacerbation of COPD. Lung function measures [spirometry, forced oscillation technique (FOT) indices and peak inspiratory flow rate (PIFR)], inflammatory biomarkers and patient-reported outcomes including previous exacerbation history, breathlessness, quality of life and frailty were measured at admission and discharge. We prospectively followed patients for 30 and 90 days to identify predictors for readmission.

Results

The readmission rate within 30 days was 38%, and 56% within 90 days. Previous exacerbations, higher COPD Assessment Test score at discharge, frailty, reduced PIFR and increased length of stay were significantly associated with 30-day readmission. PIFR at discharge and frailty had the highest predictive ability for 30-day readmission using area under receiver operating characteristic curves (AUC 0.86, 95% CI 0.78–0.95, p < 0.001 and AUC 0.81, 95% CI 0.71–0.90, p < 0.001, respectively). Ninety-day readmissions were significantly associated with previous exacerbations and hospitalisations, higher CAT score at discharge, frailty, depression, lower PIFR and greater expiratory flow limitation (EFL) in the supine position. The best predictive variable in multivariable analysis for both 30- and 90-day readmission was PIFR at discharge.

Conclusion

PIFR, CAT score, frailty, and EFL were found to be associated with 30- and 90-day readmission following COPD exacerbation. These findings help identify those at highest risk and to optimise care prior to discharge.

Exploring Effective Teacher-Student Interpersonal Interaction Strategies in English as a Foreign Language Listening and Speaking Class

The main purpose of English learning is to communicate and interact in global contexts. However, in English as a foreign language (EFL) contexts as in China, most of the students have limited interactional competence in contrast to their grammatical and structural competence. The reason is that Chinese classrooms mostly lack an interactional climate. This calls for an urgent need to develop interpersonal interaction skills by EFL teachers via appropriate strategies. To this end, this article presents an overview of nine interpersonal communication skills/strategies which are pivotal in L2 education. It also describes their definitions and related theories. Moreover, the outcomes of such strategies in aural skills are also explained. Finally, implications, research gaps, and future avenues for research are provided.

The Role of Nested Systems in EFL Students' Willingness to Communicate (WTC) and Engagement

Language learning is a complex process with many intrapersonal and interpersonal processes which are nested within smaller systems, themselves. Willingness to communicate (WTC) and engagement of students are two of the many complicated, multifaceted, and dynamic variables in L2 learning that have mostly been explored via quantitative, correlational, and one-shot methodologies. However, such a research trend provided only a snapshot of variables of second language acquisition (SLA) nature and dynamism. Against this shortcoming, this study aims to present the conceptualizations, applications, and implications of complexity dynamic system theory for investigating L2 earner-psychology variables, especially WTC and engagement. In doing so, the definitions, dimensions, and key properties of the two constructs were explained. In the end, a series of research gaps, implications, and future directions are suggested for future researchers in this territory.

Online engagement during COVID-19: Role of agency on collaborative learning orientation and learning expectations

During the COVID-19 outbreak, students had to cope with succeeding in video-conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye-contact. For these reasons, agentic engagement during video-conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video-conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video-conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations.

Intrinsic Motivation and Speech Production in Saudi EFL College Students

This study aims to introduce a conceptual model that evaluates six variables, and their indicators, on a sample of 148 Saudi EFL students in their sophomoric year of studying English major in order to link intrinsic motivation, pre-lecture tasks preparation, and L2 rate of speech production. To this end, a sample of 148 experimental Saudi EFL students in their sophomoric year of studying English major was enrolled. The same tests are measured in a control group of 60 peers. The six variables are intrinsic motivation, pre-lecture tasks preparation, lexical knowledge, classroom interaction, L2 disfluency, and L2 rate of speech production. The analysis was carried out using statistical tests and structural equation modeling The results suggest that pre-lecture activities improved the students' rate of speech production and increased the students' classroom reaction, which could not be attained by e-learning. The language level was the most influencing factor that governed the intrinsic motivation after planning pre-lecture tasks. 148 students of the experimental group demonstrated a faster speech rate than the control groups. The pedagogical technique of teaching English in the Middle East, either on-campus or off-campus, would benefit from comparing the developed language and rate of speech production at different educational platforms.

The Predictability of Chinese English as a Foreign Language Students' Willingness to Communicate Through Teachers' Immediacy and Teacher-Student Rapport

The teacher-learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability of Chinese English as a Foreign Language (EFL) students' willingness to communicate (WTC) through teachers' immediacy and teacher-student rapport. To conduct the study, 858 EFL students from Xinyang Normal University in Henan province of China were invited to participate in the study. To collect the required data, the researcher employed the Willingness to Communicate Questionnaire, Verbal and Nonverbal Immediacy Questionnaire, and Professor-Student Rapport Scale. Pearson product-moment correlation coefficient and structural equation modeling (SEM) were used to analyze the data. Results revealed that there was a strong positive relationship between teacher immediacy and teacher-student rapport and learners' willingness to communicate. The findings also demonstrated that teachers' immediacy and teacher-student rapport were positive predictors of learners' willingness to communicate. The paper argues that teachers need to enhance their interpersonal relations with their students to make them willing to communicate in their classes.

The use of YouTube in developing the speaking skills of Jordanian EFL university students

This study examines the effectiveness of using YouTube videos in teaching the speaking skills among English as a Foreign Language (EFL) students in Jordan. The study sample comprised 80 students attending Oral Skills classes in the English Language and Literature Department at a private university in Jordan. The participants were equally divided into a control group and an experimental group of 40 students each. The experimental group was taught through the use of YouTube videos, while the control group was taught the speaking skills using the traditional approach. A pre-test and a post-test were administered to the two groups. Four TEFL experts were asked to rate the participants’ performance using the IELTS speaking band descriptors, which consist of four main categories: fluency & coherence, lexical resource, grammatical range & accuracy, and pronunciation. The findings showed that the performance of the two groups was improved. However, compared to the traditional group, the experimental group demonstrated a relatively better improvement. The results also showed significant progress in the speaking performance of the students subjected to the YouTube experiment. Of all the four constructs under investigation, pronunciation and fluency & coherence were the most noticeably advanced in the performance of the YouTube experimental group. The present study recommends that YouTube videos be embedded into the EFL classroom to improve students' speaking skills.

Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective

Oral corrective feedback, a key topic in second language pedagogy and research in applied linguistics and second language acquisition, has widely been investigated for the past two decades. However, the relationship between teachers' and students' beliefs about oral corrective feedback has been relatively underexplored. The current study extends this line of research by examining the extent to which Vietnamese English as a foreign language teachers' and students' beliefs concerning the importance, types, and timing of feedback are aligned. The data consisted of questionnaires with 250 students, interviews with 15 of those who completed the questionnaires, and interviews with 24 teachers at four public secondary schools in Vietnam. The findings showed some matches and mismatches between the teachers' and students' beliefs. Both the teachers and students highly valued the efficacy of feedback and were positive about explicit feedback types such as explicit corrections and metalinguistic feedback. Regarding feedback timing, the students preferred immediate feedback while the teachers expressed their concerns about the students' emotional state and the possibility of disruption of immediate feedback on the flow of students' speech. The findings are interpreted in relation to sociocultural factors, contextual factors, and teachers' and students’ experiences. Implications for language teachers, teacher educators, and professional development program designers are discussed.

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Both teachers and students are positive about feedback efficacy and necessity.

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Both teachers and students are positive about explicit feedback types.

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Students value immediate feedback, while teachers prefer to delay their feedback.

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Teacher and learner beliefs are influenced by sociocultural and contextual factors.

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Teacher and learner beliefs are influenced by their experiences.

Social Media Usage in Improving English Language Proficiency from the Viewpoint of Medical Students

BACKGROUND

In the world today, many people use various communication technologies, like as computer-aided equipment, the internet, and so on. In information communication technologies, people use social media as one of the tools with which to exchange their ideas in everyday communications. Hence, the present study aimed at examining social media usage in improving English language proficiency from the viewpoint of medical students among Ethiopian public university students.

METHODS

A descriptive survey design was employed since the purpose of this study was to gain detail information about social media usage in improving English language proficiency from the viewpoint of medical students. Hence, the researchers intended to use a quantitative approach. This is because a quantitative methodology helps researchers calculate the results more easily and avoid the difficulties which a qualitative approach might entail.

RESULTS

The reports obtained from respondents showed that social media (SM) platforms have many advantages in improving medical learners' English understanding in the process of EFL learning. It positively affects them in improving their level of English proficiency. Gender not only influenced the attitude of students in using social media for learning English but also improved their proficiency in the process of language learning. Even if gender differences exist in nature, significant differences in the viewpoint of male and female students regarding social media (SM) usage in enhancing their English proficiency were not observed. The majority of the respondents strongly agreed that social media use plays a dominant role in improving English proficiency.

CONCLUSION

In the English language learning-teaching process, social media platforms have many advantages in enhancing medical students' English proficiency in their own learning and teaching practices. Gender did not influence the attitude of students in using social media for learning English or improve their proficiency in the process of language learning.