International Journal of Research in English Education

This study aimed to examine EFL learners’ rating accuracy in assessing reading comprehension subskills in various genres. To this end, 60 English translation students participated in this study. The instructional treatment was based on the learners’ challenging reading subskills in four genres. Taking the instructor’s ratings as the yardstick, during a 12- week course, the accuracy of the learners’ self- and peer- assessments was investigated. Data analysis, using MANOVA, confirmed that there was a statistically significant difference between the accuracy of self-, peer- and instructor-ratings. More specifically, the two groups were inaccurate in assessing the main idea/ supporting details and cause/effect subskills in all genres. However, for assessing fact /opinion subskills only the self-assessment group was inaccurate in descriptive genre. Obtaining such detailed diagnostic information about learners’ performance can help instructors in elevating weaknesses in language skills.

English serves as a global bridge language, prompting continuous reforms in programs aimed at achieving proficiency. Among the most sought-after skills are listening and speaking, as people spend significant time engaged in these activities. Despite the correlation between listening and speaking, these skills are taught through distinct courses at the university in Burundi. Moreover, integrating these important language skills through teaching novels is not done there; novels are mostly exploited for their thematic and literary messages. Consequently, students often struggle with listening and speaking. This study aimed at measuring the proficiency level in listening and speaking among university students in Burundi as a result of their past exposure to novels. Besides, it experimented with the Integrative Approach to check if using it in novel teaching can reverse the situation at IPA and ENS in Burundi. Fifty-two students from Burundi Higher Institute of Education and 108 from the Institute of Applied Pedagogy, second year (2022-2023), were used. The sample size was fixed using Krejcie and Morgan’s formula[1]. Selecting students was done randomly. Both the group passed a pretest, then a posttest after a lecture on the novel, Weep Not, Refugee (2014), which also used the Integrative Approach. After marking the tests' sheets, the researcher analysed and compared scores using the SPSS 21. The pretest revealed poor performance across both groups, highlighting the inefficacy of existing methods in enhancing listening and speaking skills through novel. However, posttest scores showed excellent improvement in the experimental group while the control group continued performing poorly which answers the research question, “To what extent does the Integrative Approach improve university EFL students' scores in listening and speaking if it is used in novel teaching?” Therefore, adopting this study’s findings will enhance teaching novels at university in Burundi and sustain proficiency in listening and speaking for a lifelong experience. Keywords: English proficiency, foreign language, integrative method, listening skills, speaking skills [1] n=χ2Np(1-p)e2 N-1+χ2p(1-p) (Singh and Masuku, 2014;Bukhari, 2021)

This study examined the effects of peer and teacher technology-enhanced scaffolding through process approach on Iranian EFL learners’ collocational knowledge with regard to impulsivity and reflectivity. The participants included 132 EFL learners at the intermediate level selected from an initial number of 204 learners based on their scores on Preliminary English Test (PET). The 132 learners were divided into three groups and given a collocation pretest and the reflectivity/impulsivity questionnaire. The three groups of the study were the peer scaffolding (N=48), the teacher scaffolding (N=43), and the control group (N=41). In each of the three groups, there were both reflective and impulsive learners. The first experimental group received peer scaffolding via Telegram while the second experimental group was exposed to teacher scaffolding. As for the control group, no teacher or peer scaffolding was provided and the learners were taught collocations in a conventional way. After the treatment, the posttest of collocations was given to the three groups. The results revealed that both peer and teacher scaffolding significantly affected collocation learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on collocation learning. The results also indicated that the main effect of treatment on collocation learning was significant; however, there was not a statistically significant interaction between peer and teacher scaffolding through the process approach in a technology-enhanced environment and reflectivity vs. impulsivity on EFL learners’ collocation learning. Based on the results, EFL teachers can employ both peer and teacher scaffolding in a technology-enhanced environment to improve EFL learners’ collocational knowledge irrespective of learners’ impulsivity and reflectivity.

This study investigated the acceptance of ChatGPT as a language learning tool among 536 learners, including international English language learners in the UK (N = 414) and Iranian EFL learners (N = 122), highlighting cross-cultural differences in technology adoption. Using a mixed-methods approach guided by the Technology Acceptance Model (TAM), which also incorporated a deeper exploration of cultural and contextual factors, this study examined perceived ease of use, perceived usefulness, attitudes, behavioral intention, actual usage, perceived enjoyment, facilitating conditions, and technological complexity. Quantitative surveys revealed that Iranian EFL learners exhibit higher engagement and acceptance of ChatGPT, potentially driven by more favorable facilitating conditions and intrinsic motivation observed in that group. Qualitative interviews further emphasized cultural and educational influences, with Iranian EFL learners valuing accessibility and consistent feedback, while UK international learners stressed creative applications and contextual accuracy. The findings underscore the importance of considering the context-dependent nature of technology acceptance and adapting AI-powered tools to diverse learner needs and specific educational environments, rather than assuming universal benefits. These results offer practical implications for educators and developers aiming to integrate such technologies into language education.

This study explores the cognitive levels targeted by reading-comprehension activities in two textbooks of English as a Foreign Language (EFL) authored by the Tunisian Ministry of Education. It adopts Freeman’s (2014) Taxonomy of Reading-Comprehension Questions to provide a quantitative analysis of the ‘categories’ vs. ‘types’ of questions used in reading activities in the two textbooks, and the ‘lower’ vs. ‘higher’ order thinking skills they require. The Analysis unveiled a recurrent pattern in the two textbooks favoring (1) question categories focusing on content and language as opposed to affect, and (2) question types focusing on explicit information and language input as opposed to questions requiring inferences, personal responses, and evaluations of the claims and views presented to learners. The diagnosed pattern is useful in developing the learners’ linguistic repertoire, but it has limited impact on developing their critical views towards the ideas presented to them and enhancing their awareness about the cultural content embedded in the reading materials.

This mixed-methods study investigated the effect of the Memrise application on Iranian intermediate English as a Foreign Language (EFL) learners’ vocabulary learning and listening comprehension. The study involved 60 participants, with 30 in the experimental group using Memrise and 30 in the control group engaging in traditional textbook-based instruction. The data were collected through pre-tests and post-tests assessing vocabulary learning and listening comprehension, along with semi-structured interviews and classroom observations to capture learners’ experiences. Quantitative data were analyzed using independent samples t-tests, while qualitative data were analyzed via inductive coding with MAXQDA 20. The results showed significant improvements in both vocabulary learning and listening comprehension for the experimental group compared to the control group. Qualitative findings highlighted key features of Memrise, including its user-friendly interface, gamification, and authentic content, while also identifying challenges such as technical issues and limited vocabulary coverage. Learners expressed increased motivation, confidence, and enjoyment in using the app, though frustrations with technical glitches were noted. In addition, classroom observations supported these findings, revealing high levels of engagement and participation throughout the intervention. The study suggests that Memrise can be an effective tool for enhancing vocabulary and listening comprehension in EFL contexts, though technical and content limitations should be addressed for optimal learning experiences.

Teachers are expected to learn new things about their abilities by thinking about their actions in educational contexts. The dynamic reflection on self-teaching would enable teachers to improve their instructional practice. The present study was an attempt to shed light on university level teachers’ self-efficacy perceptions in relation to their reflective practice and instructional practice. For this purpose, 70 teachers from both public and private universities in Iran took part in this survey research. Participants were asked to fill out three Likert-type questionnaires: Teacher Efficacy Scale, The Instructional Practices Survey, and Teacher Reflection Questionnaire. The collected data were quantitatively analyzed using SPSS version 21. Results of Pearson correlation coefficients revealed that although teachers’ self-efficacy perceptions were significantly correlated with both their instructional practice and reflective practice, the former established a relationship with a higher effect size than the latter. Implications of the results with respect to teacher development are presented and directions for further research are offered.