Journal of English Language Teaching and Linguistics
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Exploring Causes of Low English Proficiency Among Burundian Undergraduates Despite Novel Teaching
No full textEnglish serves as a lingua franca, making high proficiency essential for effective communication across the world. Consequently, numerous studies have been carried out in EFL academic settings to identify and fight causes of low proficiency in English. However, the specific role of the novel in boosting language competence has received little attention or no attention at all, especially at a university in Burundi. Poor proficiency is evident among students in the English Section of Burundi Higher Institute of Education (ENS) and the English Department of the Institute of Applied Pedagogy (IPA, University of Burundi), despite frequent exposure to lectures on the novel in English. This study aimed to investigate how novels are actually used in these institutions, deduce the underlying causes of students' linguistic incompetence, and propose effective solutions to the research problem. A qualitative research design was employed. A semi-structured, face-to-face interview was conducted with 20 students (half of them from ENS, the other half from IPA) and five literature lecturers (three from ENS and two from IPA) during the academic year 2022-2023. The researcher transcribed textually the recorded voices of both categories of interviewees and analyzed the data using the "Weft QDA" computer software. Findings reveal that novels are taught for their thematic and literary messages, neglecting their potential to promote overall English language skills. These findings answered the research question: “How does the current teaching of the novel at the university in Burundi reflect a focus on English language proficiency vs. literary analysis?” So, the necessity to integrate language skills and the novel at ENS and IPA was expressed. Adopting this approach will significantly improve novel pedagogy and definitely help students overcome the issue of low proficiency in the English language
Libyan University EFL Students’ Attitudes toward Pedagogical, Sociocultural, and Psychological Factors Affecting Oral Communication Skills
Get PDFThis study aims to investigate the attitudes of EFL students towards the factors contributing to their poor oral communication skills. The study was conducted at Alajaylat Faculty of Arts and Education, University of Zawia. A quantitative research method was used to identify Libyan EFL postgraduate-level students’ attitudes towards pedagogical, sociocultural, and psychological factors contributing to their poor communication skills. A closed-ended questionnaire was administered to thirty-five EFL students. The findings revealed that students perceive pedagogical factors, such as insufficient interactive classroom activities, a lack of classroom support for spoken English, inadequate opportunities to practice speaking, ineffective teaching methods, and insufficient practice to improve oral skills, as the primary contributors to their weak oral communication skills in English. Moreover, psychological factors, including low self-confidence, foreign language anxiety, and fear of negative evaluation, were also identified as significant barriers to students’ oral communication development. The study also indicates that sociocultural barriers moderately hinder students’ oral performance, indicating that Sociocultural Factors are not perceived as major barriers compared to pedagogical and psychological factors. This indicates that instructional practices and learners’ affective states have a more significant influence on oral communication development than sociocultural factors in the context of this study. The study suggests the adoption of interactive teaching strategies and the creation of supportive classroom environments to reduce emotional barriers and encourage active oral participation
The Effect of Flipped Classroom on EFL Learners’ Competence with Different Learning Styles: A Meta-Analysis
Get PDFThis meta-analysis examines the effectiveness of the Flipped Classroom (FC) model in enhancing EFL learners' competence, focusing on the impact of different learning styles․ This study synthesizes data from 14 quasi-experimental studies published between 2015 and 2024, following PRISMA guidelines․ The study evaluates the overall effect size (ES) and applies moderator analysis to assess variations across student majors, language learning targets, education levels, and geographic regions․ Findings: Results indicate a moderate positive impact of the FC model on EFL learners' competence (ES = 1․99, 95% CI: 0․38 – 3․59)․ Notably, English-major students and those focusing on reading comprehension showed the most significant improvement․ Additionally, learners at the college level benefited more than high school students․ Implications: These findings suggest that the FC model can be effectively tailored to different learning styles, supporting a more personalized and interactive EFL learning experience․ The study underscores the need for further research to optimize FC implementation across diverse educational and cultural contexts
Spelling Problems and Teaching Strategies for Student Teachers at a South African University
Get PDFSpelling competence is critical in academic writing, particularly for English student teachers who are expected to serve as role models of accurate language use in their future classrooms. At the South African university, many Level One English Student Teachers enter higher education with spelling challenges that affect both their academic performance and professional identity. This study investigates spelling problems and effective teaching strategies to overcome the problem. Employing a qualitative research approach, the study collected data through classroom observations, semi-structured interviews with lecturers, focus group discussions with students, and analysis of students’ written work. The findings revealed that spelling challenges were mainly influenced by phonological interference from learners’ home languages, limited familiarity with written English, and inadequate prior instruction in spelling rules. Effective interventions identified in the study include explicit spelling instruction, phonics-based approaches, fostering morphological awareness, peer-assisted learning, and the integration of digital tools. The study recommends incorporating structured spelling instruction into English Education modules to enhance student teachers’ writing accuracy, build their professional confidence, and equip them with the skills needed to teach spelling effectively in South African schools
The Use of AI in Supporting Neurodivergent Students: A Multilingual Classroom Study
Get PDFThis study examines the effectiveness of AI tools’ integration into inclusive multilingual classroom settings, specifically in helping neurodivergent students. Research has shown that many students with Asperger’s Syndrome often face difficulties with language and social interaction, especially in multilingual classrooms. These challenges not only affects their academic performance but also hinders their ability to connect with others. This study explores how Artificial Intelligence (AI) can be used to support Neurodivergent students, with a focus on a particular group of Asperger’s Syndrome, through tools that are sensitive to language needs and tailored to individual learning profiles. The study conducted its research in a Moroccan private multilingual school, specifically in the region of Tangier-Tetouan-Al Hoceima, and draws on a mix of both qualitative and quantitative methods. It focuses on how AI tools; such as language learning apps, speech-to-text programs, and adaptive learning platforms, can support inclusion and engagement in the classroom. Moreover, data was gathered through case studies, interviews with teachers and parents, and classroom observations. Preliminary findings have shown that AI tools can support students in understanding language, improving their communication skills, and becoming more active in their learning. Teachers have also noticed that students responded positively to personalized learning experiences offered through AI and became more autonomous. These results suggest that AI has positively impacted education into a more inclusive setting by offering flexible and accessible support, especially for neurodivergent learners. This study also emphasizes the need for educational policies that recognize the value of technology in diverse classrooms. It offers practical insights for creating learning environments that are more responsive, equitable, and supportive for all students
The Impact of Using the Imagidice Board Game on Improving Basic Grammar Skills in EFL Learners
Get PDFGrammar is a crucial yet challenging aspect of acquiring a second language. Many English as a Foreign Language (EFL) learners find grammar lessons overwhelming, especially when taught through traditional methods that rely heavily on rule explanation and repetitive drills. Disengagement or arrested language development may follow. To help address this, educators are increasingly incorporating interactive tools, such as board games, into lessons to create a more engaging learning environment. Board games have become increasingly diverse, with each game’s functionality based on its specific design purpose. This original research investigates the effect of a solely image-based board game, Imagidice, on the basic grammar skills among some young EFL learners. The Imagidice game is a versatile and innovative tool for language instruction, offering flexible application across multiple grammar and speaking activities. The research was conducted with 18 learners aged 10 to 12 at a cram school in Taiwan. Over six weeks, participants engaged in 12 grammar-focused game activities, conducted twice weekly in 40-minute sessions. A mixed-methods approach was used, including pre- and post-tests, classroom observations, questionnaires, and teacher interviews. Results showed a statistically significant improvement in learners’ grammar performance. Learners’ mean scores increased from 57.06 (SD = 10.65) on the pre-test to 82.69 (SD = 8.77) on the post-test. Learners also expressed increased motivation and enjoyment during the lessons. The game facilitated natural interaction with grammar structures, stimulated creativity, and enhanced vocabulary retention. The visual prompts helped reduce language anxiety and supported more confident expression. To enhance generalisability, future research would benefit from increased sample size, varied classroom contexts, and duration of instruction. Further, comparative studies examining the effectiveness of Imagidice in relation to other games could help provide insights into best practices in gamified EFL instruction
Exploring the Effects of EFL Classroom Management Strategies on Students’ Engagement and Academic Success: A Comprehensive Review
Get PDFsettings where diverse learners and developing educational technologies present unique challenges. The review examines strategies for managing classrooms to enhance student engagement and academic performance, focusing on private universities in Bangladesh. Following the guidelines from Braun and Clarke (2006), 63 peer-reviewed studies were systematically analyzed thematically and were found through academic databases (e.g., Scopus, Google Scholar, ERIC, JSTOR, Education Source) published during the period 2015-2025. Developed themes included the instructing and managing behavior, the transformational possibilities of technology, as well as the significance of teacher self-efficacy and emotion. Findings suggest that successful classroom management requires sensitive approaches, with the fragmentation of traditional face-to-face interactions with digital tools, while addressing cultural and linguistic diversity. Long-term impacts remain underexplored, particularly regarding the growth of large classes and the integration of emotional intelligence into teacher training programs. The implications extend to educators, policymakers, and researchers, advocating for flexible frameworks that prioritize inclusivity, proven practices, and continuous professional development. Future research should adopt mixed-methods designs to evaluate the sustainability of these strategies over time
Exploring the Impact of Language Learning Platforms on Motivation to Learn English Among Moroccan ISTA Students
Get PDFThe increasing integration of digital learning platforms in education has raised questions about their impact on student motivation. This study explores the role of online platforms particularly Altissia, platfom for English language learning, in enhancing students' motivation to learn English. Through a quantitative approach, the study employs a questionnaire distributed to 200 participants to gauge the effectiveness of Altissia in fostering both intrinsic and extrinsic motivation. The research examines differences in motivation between male and female students, as well as the influence of students’ majors at ISTA. Findings suggest that while online learning platforms provide flexibility and accessibility, they may not always lead to increased engagement. Participants reported insufficient motivation when using Altissia, factors such as lack of interactivity, limited feedback, and a monotonous interface. These results align with some existing studies while contradicting others emphasizing the need for more interactive and engaging features in Altissia to best attract learners to the process of learning.
Navigating the Merdeka Curriculum in EFL Class at Islamic Junior High School: Teachers’ Perception and Challenges
Get PDFThis research investigates EFL teachers' perceptions of the Merdeka Curriculum (MC) in State Islamic Junior High Schools (SIJHS) in Purbalingga regency, focusing on implementation challenges and solutions. Using a qualitative design, data were collected from six EFL teachers through interviews, classroom observations, field notes, and document analysis. Findings indicate that (1) teachers held positive perceptions of the MC, but (2) faced challenges due to limited understanding of the curriculum, delayed implementation, and difficulties navigating the Platform Merdeka Mengajar (PMM), exacerbated by insufficient motivation and lack of mandatory regulations for its use. To address these issues, the study recommends teacher training on effective MC implementation, collaboration through district teacher study groups (MGMP), meaningful teaching processes, regular evaluations, and intensive guidance to engage with PMM. These measures can enhance self-directed learning, teacher professionalism, independent learning, webinar participation, and overall professional development, facilitating successful MC implementation
Exploring the Use of Technology-Enhanced Language Learning Tools in ESL Classrooms in the KSA
Get PDFThe aim of the study to explore the role of using TELL tools in facilitating ESL classes and their usefulness and implementation in teaching-learning. This study has used cross-sentional research design using quantitative research approach using purposive sampling method. The population of the study was ESL students of universities in the KSA. Survey questionnaire was used to collected primary data from 202 ESL students. In order to analyse data, statistical analysis has been used such as frequency distribution, statistical descriptive, correlation matrix, Chi-square, and T-test. Findings revealed that TELL tools are valued for their support of engagement enhancement, improvement in language skills, and flexible learning opportunities. Apps related to grammar and vocabulary became the most utilized. Mobile applications and online websites are considered predominant tools. Limited access to the device, technical problems, and difficulty navigating are challenges toward successful implementation. Nevertheless, a huge benefit that the participants encountered included increased motivation, enjoyment, and vocabulary improvement. The study concludes that TELL tools are pivotal in enriching ESL learning experiences but require improved accessibility, usability, and teacher training for broader adoption. This study will be helpful to educators, policymakers, and technological product designers only by understanding the effects of its applications on the learner