Integrating technology-mediated language learning tasks into the young learner English as a foreign language classroom

The use of the first language (L1) in the English as a foreign language (EFL) classroom is becoming an on-going debate. A newly growing view to the use of L1 in the foreign language (FL) classroom called translanguaging views that by utilizing the L1 along with the TL in FL classroom is considered as functional practice of languages rather than an impediment in FL learning. Accordingly it is necessary to find out the functions of teachers’ practice of translanguaging in the EFL classroom since this view has not been much researched yet. Related to this, the current study was intended to find out the functions of the EFL teachers’ translanguaging and to find out the teachers’ reasons for the use of translanguaging. This study followed qualitative descriptive interactive research design, and the subjects consisted of three English teachers at the 7th grade classes at two junior high schools in Singaraja. The data were collected through observations and interviews and were analyzed descriptive qualitatively. The results of this study showed that there were 3 functions of translanguaging. The most frequent function was related to knowledge construction, followed by classroom management, and interpersonal relations. There were 9 reasons for the teachers’ use of translanguaging, namely: to facilitate students’ understanding, to provide L1 and TL comparison, to elicit students’ responses, to attract students’ attention, tomanage students, to promote discipline, to develop deeper personal relationship, to create secure classroom atmosphere, and to make the class more interesting. In sum, the use of translanguaging plays a number of functions in the EFL classroom but it should be considered also the ‘optimal’ use of it in EFL learning process because the overuse of L1 might bring negative impact.

In this article, I describe an online intercultural citizenship experience in an English as a Foreign Language (EFL) classroom in Argentina. An action research project on the Malvinas/Falklands war fought between Argentina and the UK in 1982 was carried out in 2012. Through a comparative methodology involving Argentine and English foreign language classes, students develop a critical perspective on texts while they also create an international identification, different from their national/regional identifications. While the existing body of work on intercultural citizenship and criticality in the foreign language classroom is abundant in Europe, North America and Asia, empirical studies hardly exist in this region and one of the questions to be answered deals with the transferability of curriculum research across continents. After a description of the theoretical framework and the project itself, I present student samples and analysis that provide evidence that this intercultural citizenship project was fruitfully implemented for the first time in Argentinean Higher Education in the foreign language classroom. I then outline the significance of the project from the point of view of online intercultural communication and the theory of intercultural citizenship.

The aim of the present study is to evaluate the effectiveness of teacher-student interaction in promoting authentic L2 classroom discourse. Classroom discourse is a major part of instruction that promotes speaking and develops students and teachers’ conversational skills. It constitutes a significant factor in the English as a Foreign Language (EFL) classroom, as it promotes communicative activities (reception, production, interaction, mediation) fundamental to L2 learning. A common exchange pattern used extensively in classroom discourse is the Initiation, Response, Feedback (IRF) model in which the teacher initiates (I) an exchange through questioning the whole class or one single student, the student responds (R) to the question, and then the teacher gives feedback (F). A qualitative case study approach was adopted. Twenty-seven EFL high school classrooms in Israel were observed. Research instruments were classroom observation forms, filled by the researcher, where instances of IRF exchanges were marked; and semi-structured interviews with seven of the teachers observed to obtain information regarding their use of L1 in IRF exchanges. Findings show that teachers use the IRF exchange model to organize talk and follow basic turn taking rules. However, deviations from common exchanges result in (1) imbalance of dominance between teacher and student talk time; (2) excessive use of L1 in exchanges, minimizing students’ exposure to L2; and (3) limited flow of teacher-student spoken communication and lack of student willingness to participate in the lesson. Practical implications for teacher educators will be discussed.

When it comes to communication, speaking is a popular way to express oneself. The continuous experience of researchers involved in this study has shown that most students are unsuccessful or face problems with speaking skills. They encountered difficulties communicating themselves effectively and efficiently or even communicating in simple day-to-day English. This emphasizes the need for the active participation of learners in the process of learning. One such learner-centric and learning-centric method is Task-Based Language Teaching, which requires students to finish tasks that are significant to them as a part of the learning process. Learning through tasks emphasizes the utilization of language for the sake of meaningful communication. A communication method called task-based language teaching (TBLT) has been extensively used in English as a Foreign Language (EFL) classrooms. It has been demonstrated to be of considerable use in enhancing the communication abilities of students receiving instruction. Trying to understand better how tasks influence students’ desire to speak English and their spoken engagement with one another in the classroom, this research set out to answer these questions. The sample size of participants in the study included ninety adolescents who were students at Parul University. Their feedback indicated that the tasks were beneficial, both in terms of increasing their oral interaction in English and their enthusiasm to speak English in class.

Infusing creative pedagogy into an English as a foreign language classroom: Learning performance, creativity, and motivation

In this article I investigate how Japanese students manage interaction together in a task-based English as a foreign language (EFL) classroom. Using methods from conversation analysis and focusing on the contextual dimensions of language, I analyse data from a real classroom task with a view to understanding the ways in which social processes and the wider cultural context are connected to the production of classroom language. Through my analysis I suggest that differing cultural beliefs and expectations regarding classroom practice, as well as pedagogic action, affect communicative behaviour in the classroom. I also suggest that students are as much attending to interpersonal and social goals during task performance as they are to the institutional requirements of the task. While my interpretation is subjective in nature and particular to this context, I hope that the discussion will provoke any practitioner reading this article to reflect critically upon the language produced in their own classroom context.

The relationship between time lapse between introducing lexical advance organizers and video viewing, and comprehension in a foreign language classroom

This chapter addresses the issue of how unplanned focus on formis accomplished in an English as a foreign language (EFL) classroom and its effect on adolescents’ learning outcomes. The findings support previous research indicating that adolescents benefit from interaction in foreign language classrooms as well as claims that for adolescents, as with adults, focus on form is an effective means of raising awareness of lexical items. Findings also suggest that the relationship between noticing, uptake and longer-term learning requires more research with this population in order to better understand the processes.

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

Integrating technology into the foreign language classroom has introduced challenging demands for prospective teachers in designing technology-enhanced lessons. Thus, careful guidance is required to help pre-service teachers identify, integrate, and reflect on appropriate technologies to create more learning opportunities. The present study aims to guide pre-service teachers in incorporating technology into their situated teaching practices during a 12-week practicum experience via a step-by-step training procedure. It explores both their own ideas and those of students about technology-enhanced lessons. For this purpose, eight pre-service teachers and 95 students in an English as a Foreign Language (EFL) context in Turkey participated in the study. Qualitative analyses of diaries and focus group interviews revealed that prospective teachers and their students had positive attitudes towards integrating technology into a second language and/or foreign language (L2) class albeit a few concerns and problems were raised. Technology-enhanced classes promoted language skills, contributed to creating a favorable and motivating learning atmosphere, fostered active participation, and helped pre-service teachers tailor their lessons to their students’ needs and interests. By offering a situated learning opportunity to incorporate technology into L2 classes blended with reflective practice, findings of the study may illuminate future practices for successful technology integration in language teaching.

Teaching Writing in Second and Foreign Language Classrooms. Jessica Williams. New York: McGraw-Hill, 2005. Pp. xv + 209. $41.56 paper. New in the McGraw-Hill second language professional series, this volume is a welcome addition to current resources for English as a second language (ESL), English as a foreign language (EFL), and foreign language (FL) teachers seeking an introduction to research and practice in second language (L2) writing instruction. The book unifies insights from multiple sources from a SLA perspective. An experienced language teacher, teacher educator, and researcher, Williams emphasizes that writing involves more than text production; “it is also a learning and thinking process” (p. 76).

In recent years, there has been a growing body of research examining the role of positive psychology in language learning and achievement. However, the predominant focus has been on the impact of negative emotions, while positive emotions have often been overlooked. Moreover, the idea that two opposing emotions can occur simultaneously in language classrooms has been given very little attention. This study, therefore, aims to address this research gap by investigating both negative and positive emotions in English as a foreign language (EFL) learners. Employing a qualitative perspective, in-depth interviews were conducted to elucidate the influence of positive psychology on EFL learners and their academic achievements. The data analysis revealed key determinants of foreign language anxiety (FLA), contributors to foreign language enjoyment (FLE), and the significance of perceived competence in shaping EFL learners’ overall language outcomes. The results highlight the critical role of creating a positive classroom environment that promotes enjoyment and reduces anxiety. Increased enjoyment in the foreign language classroom can enhance learning motivation and behaviors, ultimately leading to improved learning outcomes. This research contributes to a more comprehensive understanding of emotions, specifically the interplay between positive and negative ones, and their impact on the language learning process.

Because of the lack of research on the use of the mother tongue (MT) in the English as a foreign language (EFL) classroom in European contexts, and because the topic is rarely discussed in teacher training programs, teachers often assume that students prefer an environment that makes little to no use of their MT. What complicates matters further is that while policy makers suggest maximal use of the target language (TL), European curricula for English as a subject do not contain any direct statements prescribing English as the sole language of instruction. Thus, EFL teachers who share an MT with their students often wonder to what extent and in what contexts they should employ the TL and MT. Observing four Norwegian EFL teachers in primary and lower secondary school over several lessons, this study attempts to unravel teacher attitudes towards MT use in the EFL classroom by presenting interview findings for the first time in a Norwegian setting. Additionally, the study explores whether the lack of clear guidance in the Norwegian curriculum for the subject of English regarding the use of the MT may add to the confusion among Norwegian EFL teachers as to how, when, and if the MT should be used. The results suggest that despite acknowledging the potential of the MT in the classroom, the four participants also felt guilty about its presence in their classrooms, particularly since their reported behaviours did not reflect their actual behaviours. In light of these findings, this paper suggests future research to shed light on what ratio would qualify as judicious MT use. It also highlights the importance of discussing the use of MT in EFL teacher training programs.

This study presents a bibliometric analysis of research on online assessment platforms in English as a Foreign Language (EFL) classrooms, with a focus on Indonesian educational contexts from 2018 to 2022. The analysis highlights the growing recognition of digital tools in enhancing student assessment and learning outcomes. The findings reveal a significant increase in the number of publications on online assessment tools, reflecting the shift toward technology-driven education, especially during the COVID-19 pandemic. Quantitative research methods are predominantly used, emphasizing the objective evaluation of student performance through standardized tests, such as the Cornell Critical Thinking Test (CCTT). However, a noticeable gap exists in qualitative research, which could provide deeper insights into the contextual factors affecting the effectiveness of these tools. Additionally, the study identifies concerns regarding the transparency of data collection instruments, particularly their validity and reliability. The study concludes that while quantitative approaches dominate the field, there is a need for more balanced research methodologies and rigorous validation of assessment tools to ensure credible and comprehensive insights into the role of online assessments in EFL education.

Speech act is a functional unit in the form of an act which helps humans understand or accomplish things with words in communication. This research was aimed to find out and analyse the types of speech acts which were performed by teachers and students in English as a Foreign Language (EFL) classrooms. The researcher employed the speech act theory from Cruse (2000) to analyse and interpret the research results. Qualitative research was applied in this research due to the data source was from the teaching and learning activities in naturalistic environments in English classrooms. The subjects of this research were teachers and students in REAL Equivalent English classrooms. The results showed that there were three types of speech acts found in the interactions between the teachers and students, namely locutionary act, illocutionary act, and perlocutionary act. Locutionary act was performed when teachers and students uttered expressions with no certain intentions. Illocutionary act, on the other hand, was performed when the expressions contained certain intentions to listeners. Perlocutionary act was performed when the listeners showed responses and acted as feedback to the speakers’ utterances. By conducting this research, the researcher hopes that it can give more insights to readers regarding to the study of speech act theory in pragmatics field. Keywords: English as a Foreign Language (EFL) Classrooms, Speech Acts, REAL Equivalent English, Teachers and Students.