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Comparative evaluation of C-test reliability using classical and modern psychometric methods
No full textThis study offers a comparative analysis of classical reliability measures, including Cronbach’s alpha, test-retest, and parallel forms reliability, alongside modern psychometric methods such as the Rasch model and Mokken scaling, to evaluate the reliability of C-tests in language proficiency assessment. Utilizing data from 150 participants across two testing sessions, the results indicate high internal consistency (Cronbach’s α = .91, .88), strong parallel forms reliability (r = .82), and moderate test-retest reliability (r = .76). Rasch analysis provided nuanced insights into item difficulty and person reliability, while Mokken scaling confirmed a reliable ordinal hierarchy among test items. This combined methodological approach offers a more comprehensive view of C-test performance and its psychometric properties. Future studies should investigate scalability across diverse linguistic contexts to enhance the test’s generalizability and practical applicability
Autonomous learning and students’ perceptions of automated writing evaluation as a tool to improve writing skills
No full textThis study investigates the role of Write & Improve, an Automated Writing Evaluation (AWE) tool, in fostering autonomous learning among EFL students. Additionally, it examines students’ perceptions of AWE as a tool for enhancing writing proficiency. Adopting a mixed-methods approach, data were collected from 53 students enrolled in an English Preparation for Standardized Tests course at a public university in Thailand, using questionnaires and semi-structured interviews to assess autonomous learning behaviors and student perceptions. The findings suggest that engagement with AWE supports various aspects of learner autonomy, including independent learning and language awareness. Students generally viewed the Write & Improve intervention positively, particularly in terms of its effectiveness, usefulness, and motivational impact. However, the feedback was perceived as mechanistic and largely restricted to grammatical range and accuracy. The study concludes that AWE has the potential to promote autonomous learning by facilitating learning through feedback and revision. Moreover, students’ positive perceptions indicate a high level of acceptance of AWE technology. These findings have pedagogical implications for integrating AWE into autonomous learning frameworks and informing the design and implementation of AWE systems in educational contexts
AI integration in pronunciation instruction: Insights from secondary school EFL teachers
No full textThere has been growing interest in the potential of artificial intelligence (AI) in language education. However, little research has explored its application in pronunciation instruction. To address this gap, this qualitative study investigates Vietnamese secondary school English as a Foreign Language (EFL) teachers’ beliefs about AI integration in English pronunciation teaching as well as the perceived benefits and challenges. Data were collected through focus group interviews with 24 EFL teachers (four teachers per group) from three Vietnamese secondary schools who had experience using AI-based pronunciation tools. A thematic analysis approach was employed to interpret the data. The findings revealed that teachers mainly employed ELSA Speak for gamified pronunciation practice and ChatGPT for teaching materials. Additionally, teachers held both positive and negative beliefs regarding using AI in teaching pronunciation. They recognized several benefits of integrating AI into pronunciation instruction, including more engaging pronunciation activities, individualized corrective feedback, increased opportunities for practice, enhanced support for communicative pronunciation tasks, and potential improvements in learners’ listening and speaking skills. However, they also identified challenges such as limited teacher knowledge of AI use, unstable internet connection, and insufficient parental support. By examining teachers’ perspectives, this study contributes to the emerging literature on AI-assisted pronunciation instruction and offers practical implications for educators, curriculum developers, and educational technology designers
Engaging EFL student writers in social advocacy through digital multimodal composition and critical pedagogies
No full textThis study investigates the viability of DMC and critical pedagogies in teaching writing to undergraduate EFL students enrolled in the English Language Teaching (ELT) Department at a public university in Türkiye. In the English in Mass Communication course offered in the Spring semester of 2023, fifty-four (N = 54) students completed four major course assignments: 1) rhetorical analysis of a campaign website, 2) a campaign proposal to raise public awareness about a social problem, advocate change, or generate interest in a community service project, 3) a digital zine to communicate the proposed campaign to a broader community beyond the classroom, and 4) a campaign website synthesizing all prior course work. Data obtained from reflections, assignments, and an end-of-semester survey demonstrated students’ engagement with writing as a tool of advocacy and their perceptions of multimodal text production. Contributing to the growing body of research on DMC and critical pedagogies, this study offers practical implications for teaching writing in EFL contexts
Vocabulary retention, sustained attention, and enjoyment: Using Tick8 method to promote language achievement
No full textAlthough language skills have gained unparalleled momentum in language education, there is a paucity of research on one of the most significant subskills, vocabulary. Due to the underestimation of an efficient method to learn foreign language vocabularies, scant research attention has been dedicated to exploring the best vocabulary learning method. The major aim of this mixed-methods research is to assess the effectiveness of a departed vocabulary learning method, Tick8, on students’ vocabulary knowledge. It also delves into exploring its impact on learners’ sustained attention and enjoyment. Via an experimental design, 62 female middle school students were randomly assigned to control (N=31) and experimental (N=31) groups. The results of the study evidenced the positive role of Tick-8 technique in participants’ vocabulary learning and retention. The results of the semi- structured interviews with a number of participants also strengthened the results of the quantitative phase. Moreover, the results indicated significant differences between the control and experimental groups regarding their enjoyment, however the results of sustained attention were not significant. In other words, Tick-8 Technique positively influenced student's enjoyment, but did not affect students’ sustained attention
A comparative study into the emotional impact of peer feedback modalities in ELT
No full textThe study presented herein situates and examines the face-to-face and digital modes of peer feedback regarding emotional and pedagogical effects within the ELT context. Based on a convergent mixed-methods design, this study combines quantitative data obtained from surveys about emotional responses and qualitative perspectives gained through focus group discussions, the researcher’s field notes, and the individual reflective thoughts of the participants. This study was conducted with 115 undergraduate ELT students who were divided into two groups, one to be given immediate face-to-face feedback and the other to receive asynchronous digital feedback through Google Forms. The quantitative results revealed that there is a difference in emotional responses. Face-to-face feedback provided higher scores of enthusiasm; however, anxiety-related emotions were also found to increase as compared to the digital setting. Qualitative data emphasized the advantages of immediacy and interpersonal dynamics in face-to-face feedback, while digital feedback had its own merits regarding the reflective nature and reduced stress. The integration of findings shows that hybrid models of feedback, which combine the strengths of both modalities, might enhance emotional engagement and improve learning outcomes in ELT settings. These findings add to the increasing literature on feedback practices and support the emotionally responsive and pedagogically valid feedback strategies in language education
The evolution of online extensive reading and web-based platforms in EFL/ESL: A narrative review of impacts, challenges, and future directions
No full textEngagement in extensive reading (ER) on the Internet provides learners with unparalleled access to diverse digital resources, positioning Online Extensive Reading (OER) as a transformative extension of traditional ER practices. OER combines the principles of ER with the affordances of modern technology, offering interactivity, multimedia features, and adaptive tools that foster reading proficiency, vocabulary growth, and motivation. This paper thoroughly reviews OER’s development and its impact on EFL/ESL education over the past decade (2014–2024), analysing 43 peer-reviewed studies from Scopus and Web of Science. Adopting a narrative review methodology, this study utilises a structured literature matrix to synthesise findings, critically analyse, and evaluate key data from diverse research studies, offering a comprehensive understanding of OER’s pedagogical implications. Findings demonstrate that OER significantly enhances learner engagement and autonomy, particularly when integrated with interactive platforms. However, challenges, such as inadequate technical support, progress tracking difficulties, and digital literacy disparities hinder its full potential. To address these barriers, this paper advises policymakers to strengthen digital infrastructure, invest in digital literacy programs, and provide ongoing professional development for educators. Expanding access to graded online reading materials and overcoming these challenges enables OER to integrate effortlessly into modern educational ecosystems, enhancing language-learning outcomes, fostering engagement, and promoting autonomy in digital environments.
The subtle power of nonverbal communication in EFL classrooms: An observational study on teachers' gestures and students' comprehension
No full textNonverbal communication, particularly teacher gestures, is important in improving comprehension, engagement, and participation in English as a Foreign Language (EFL) classrooms. This observational study investigated the impact of teacher gestures on student comprehension and engagement in Saudi EFL classrooms. The study employed a purposive sample of 12 university EFL teachers and their students. Classroom interactions were systematically observed, and the frequency and effectiveness of various gesture types (deictic, iconic, metaphoric, and beat) were recorded across different instructional contexts (introduction, explanation, practice, and review). Student responses, including comprehension, engagement, and participation, were also documented. Descriptive and inferential statistics revealed that deictic and iconic gestures were most frequently used, while metaphoric gestures were least common. Gestures were employed more often during explanation and practice phases compared to introduction and review. Correlation analysis showed strong positive relationships between deictic and beat gestures, and moderate correlations between iconic and metaphoric gestures. Deictic gestures exhibited the strongest association with comprehension, iconic gestures with engagement, and metaphoric gestures with comprehension and participation. The frequency of gestures positively correlated with student comprehension and engagement. The findings suggest that incorporating gestures, particularly deictic and iconic types, during explanation and practice can enhance student learning outcomes. This study confirms the importance of nonverbal communication in EFL classrooms and provides insights for optimizing teaching strategies
Vocabulary networks workshop 5 modelling attrition in a vocabulary network
No full textThis paper is part 5 of a series of workshops that examines the properties of some simple models of vocabulary networks. While previous workshops dealt with activating words in the network, this workshop focuses on vocabulary loss. We will simulate two possible ways of modelling attrition: (a) explicitly turning active words OFF, and (b) raising the activation threshold of a few words in a network. The workshop is linked to an online practice room where readers can explore these processes for themselves
The impact of gamified modules on EFL learners’ L2 motivational ‘self’ system
No full textGamification has been studied in the context of English as a foreign language (EFL) teaching as an intriguing approach, and its impact on language skills and motivational states of learners has been an area of interest; however, further experimental and qualitative accounts on the matter are still required. Additionally, the construct of ‘self’ as a rather novel outlook for motivation has been explored by merely a handful of studies. This study aimed to determine the effects of gamified instruction on high school EFL learners’ motivation and motivational ‘self’ systems. To achieve this, the study employed an explanatory sequential mixed-method research design to make sense of learners’ motivational states and L2 selves. Quantitative data collected through motivation and L2 self scales were interpreted with the consideration of qualitative data obtained from a focus group session. The results of the study revealed promising outcomes in terms of motivation to learn English as the modules increased the willingness of learners to learn English to communicate with other cultures, and they regarded English as a part of a well-rounded education. Moreover, they started to doubt their “self” constructs regarding being more knowledgeable in the English language in different dimensions. Finally, the study was concluded with some crucial points regarding the effectiveness of gamified language learning settings, and a series of recommendations were made for future research