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Working memory as a predictor of reading and listening comprehension in EFL college students: A reinvestigation
No full textThis study re-examines the role of working memory in aural/oral comprehension among English as a Foreign Language (EFL) college students, building upon previous research (Aldosari & Mekheimer, 2018). The investigation aims to determine the predictive relationship between working memory span and both reading and listening comprehension skills, with a particular focus on understanding whether specific working memory components contribute differentially to comprehension abilities. A sample of 100 female and 100 male EFL college students participated. Participants were administered working memory tasks, including the WRMT-III Passage Comp. subtest, followed by standardized reading and listening comprehension tests (WIAT II). Hierarchical regression analyses revealed that the WRMT-III Passage Comp. subtest was a powerful predictor of both reading and listening comprehension, consistently across genders. This subtest made a significant unique contribution to predicting comprehension skills even when controlling for other working memory components. T-tests revealed no significant differences in comprehension scores between male and female participants. The study highlights the crucial role of working memory in EFL college students' aural/oral comprehension and underscores the potential of the WRMT-III Passage Comp. subtest as a valuable tool for assessing working memory skills relevant to language learning. Further research examining the influence of individual working memory components on specific comprehension skills is recommended
The impact of loanwords on the English–Japanese version of vocabulary size test
No full textThe Vocabulary Size Test (VST) measures English learners’ decontextualised receptive vocabulary knowledge of written English and has nine bilingual versions with multiple-choice options written in other languages. This study used the English–Japanese version of the VST to investigate the extent to which loanword items were answered correctly by Japanese first language (L1) university students compared to non-loanword items, and whether it was easier to answer these loanword items when the correct answer option was written in loanwords rather than Japanese-words. Paired t-tests showed a significant difference in correct response rates between the loanword and non-loanword items, and the loanword options and Japanese-word options, with a large effect size. The results suggest the relative ease of learning English loanwords compared to non-loanwords for L1 Japanese users, and the need to consider the use of loanwords in vocabulary tests to measure test-takers’ vocabulary size more accurately
A case study on exploring the motivation of English-major EFL students in online exchange programs
No full textThe COVID-19 pandemic has had a profound impact on the education sector worldwide, prompting a swift transition to technology-driven learning solutions. One notable response to this challenge has been the introduction of online versions of study-abroad and international exchange programs. Considering the limited existing research on how EFL university students perceive online international exchange programs, this study investigated the motivation of EFL students toward such programs initiated in response to the cancellation of in-person exchanges. The survey among 84 students from a private women's university in Kansai in August 2021 revealed that an overwhelming majority (93%) expressed their desire to participate in online international exchange programs. This study gained further insights by employing the KH Coder text mining software (Higuchi, 2016) to analyze the free-text responses obtained from the questionnaire. The analysis of the responses unveiled their recognition of the distinct advantages offered by online exchange programs. Approximately half of the respondents indicated their willingness to engage in non-credit programs, while a similar percentage conveyed that academic credits could enhance their motivation to participate. Notably, the analysis of the free text revealed that the latter group's seemingly extrinsic motivation was largely self-determined, with their primary goal being program participation. These findings underscore the potential for online international exchanges to be well-received by students, particularly when academic credits are awarded. Additionally, correspondence analysis highlights that the desire to earn academic credits is a topic of interest across all school year levels.  
Fostering interdisciplinary intercultural citizenship with virtual reality in a world language virtual exchange project
No full textIntercultural dialogue is an essential component of intercultural citizenship, i.e., students’ ability to address complex societal issues. With more interconnected problems comes an increased need for students to communicate and collaborate with people from differing backgrounds. This preliminary study combined the framework of Intercultural Citizenship (ICit) and the United Nations’ Sustainable Development Goals (UN SDGs) with Virtual Reality (VR) and Virtual Exchange (VE) to investigate the students’ development of ICit. Fifteen learners of German, consisting of university students of German in the United States and students studying at a German university, met in dyads or triads in VR over six weeks and worked on their independent projects in which they each addressed a societal environmental problem of their choice. Analyses of the data (pre-project and post-project surveys, weekly journal entries, project presentations) revealed that participants developed their intercultural competence and enhanced their critical language awareness. Some students showed a shift of emphasis: While at the beginning they were more concerned with linguistic elements of the German language toward the end of the project they were focused on the topic of their project. Finally, participants appreciated the VR setting for building relationships, communicating, and developing intercultural competence in an authentic setting.
This study underscores the potential of advancing ICit and intercultural communicative competence (ICC) through a VR-VE format, emphasizing VR-VE’s potential in fostering relationships-building between students. It also offers students practical experience in navigating and appreciating the complexities of intercultural communication
Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study
No full textThis embedded single-case study investigates four secondary school L2 teachers’ perceptions of metacognitive oracy instruction (MOI) over a two-year Design-Based Research (DBR) project and examines the effects of the project on their declared practices almost a year after its completion. Questionnaires, learner notes, and interviews to the double were used to collect data. Data analysis included descriptive statistics, content analysis, and thematic analysis. The results indicate that the DBR project had an overall positive effect on three of the four teachers’ perceptions of MOI. The study also found a link between the teachers’ perceptions of MOI and their self-reported implementation in practice. The findings highlight difficulties teachers face in developing metacognitive practices, even when they believe in their efficacy and intend to implement them. The study offers insights into language teachers’ adoption of metacognitive practices through DBR and can serve to inform teacher educators and researchers. 
Exploring EFL teachers’ beliefs and practices about translanguaging pedagogy: A qualitative study from Iran
No full textIn the past decade, research on EFL teachers’ beliefs about translanguaging has significantly grown. However, little qualitative research has been done on teachers’ translanguaging beliefs and practices and the congruity between them. To address this gap in the literature, the current study investigated Iranian EFL teachers’ beliefs and practices, and the correspondence between these beliefs and practices. Data was collected from ten teachers who taught English as a foreign language through semi-structured interviews and classroom observations (three per teachers). The data was analyzed based on the principles of thematic analysis. The results showed that the teachers perceived six dimensions of translanguaging, including diverse beliefs of translanguaging, perceived relevance of translanguaging, pedagogical beliefs and approaches, attitudes toward benefits, concerns and challenges of applying translanguaging, and student-centered approaches. In regard to their practice, the teachers practiced translanguaging in various contexts and through different instructional strategies in their classes. Regarding the correspondence between beliefs and practices, it was found that there was a mainly direct correspondence between beliefs and practices. The study provides implications for teacher educators in running professional development courses that enhance teachers’ awareness of using translanguaging in their classes
Revisiting technological tools used in EFL speaking classes during the COVID-19 pandemic: What are the implications for the post-pandemic?
No full textThe COVID-19 pandemic has led to a massive shift from traditional teaching to online settings. In response to the new learning milieu due to COVID-19 pandemic, this study aimed at exploring technological tools and the strategies used to teach EFL Speaking during the COVID-19 pandemic and identifying technological tools and strategies recommended for the post-pandemic. The participants of this study were seven university teachers of EFL speaking who were recruited by using a purposive sampling technique. The data were collected through interviews, which were then analyzed thematically based on the Technology Acceptance Model (TAM) tailored to the key features of ICT-based online learning. The result of the study shows that during the COVID-19 pandemic, all of the participants’ EFL speaking classes were conducted online by using various technological tools and strategies. It also demonstrates the EFL-speaking teachers’ voice regarding technological tools and strategies they would use to teach EFL speaking in the post-pandemic. The transformation of the learning practices in the EFL speaking class might reflect an inquiry that forms the global education shift. Whereas the online EFL speaking class was the common mode during the COVID-19 pandemic, the present study revealed a prediction the EFL speaking class in the post-pandemic would be the result of technological immersion in the EFL speaking class during the pandemic. This implies that the use of various technological tools and strategies within the integration of hybrid and blended learning is likely to continue in the post-pandemic era
University students’ challenges and coping strategies in emergency remote teaching: Fostering a humanized culture in Iran
No full textThis qualitative study focused on Iranian English as a Foreign Language (EFL) students’ challenges and their strategies to cope with those challenges in online education during the COVID-19 pandemic. The researchers employed a phenomenological approach and interviewed twelve EFL MA students at a university in Iran. The researchers analyzed the collected data by following Moustakas’ phenomenological data analysis procedure. This study’s findings revealed that most students dealt with individual, teaching-led, and contextual challenges in emergency remote teaching. Also, many students used some adaptive and maladaptive coping strategies to handle these challenges. The present study’s findings provide an opportunity for authorities and teachers to see the world from students’ viewpoints and better understand the students’ unique challenges and conditions to develop a humanizing culture in the universities, especially during challenging times like the COVID-19 pandemic
Uncovering how in-service teachers are learning about technology in language teaching and learning
No full textAs emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested