Working Papers in Language Pedagogy

Editors' foreword

Gergely A. Dávid — 2024-05-06

Second language learning motivation, life-long learning and 21st century skills in today's globalized world: A validation study

Balázs Fajt — 2024-05-06

Knowledge production in today’s world presupposes skills necessary for successful knowledge construction and knowledge update. Such skills include English as a foreign language (EFL), life-long learning and 21st century skills. This study presents a quantitative pilot study (N=200) that examines the relationship between EFL learning motivation, communication in L1 and L2, some aspects of life-long learning and certain 21st century skills. The paper seeks to explore what this relationship is like and in what way these factors are connected and how they potentially impact one another. The study presents the validation of the instrument used for the research, and reports some of the preliminary findings. Based on the results, it is concluded that the ideal L2 self is a predictor of L2 learning motivation, willingness to use dictionaries and cooperation during EFL classes. The results also indicate that participants exhibit the necessary ICT and L1 skills for their studies of EFL, and positively relate to communicative situations with native and non-native speakers of English.

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

Ranyme Ghidhaoui — 2024-05-06

Complementary to its entertainment value, music is known for having educational relevance in foreign language learning, a topic which is often overlooked in andragogical studies. The present inquiry sought to explore the use of songs in language learning by focusing on the perceptions and experiences of adult EFL learners. The qualitative research data are drawn from semi-structured interviews conducted with 15 adult EFL learners of different occupational and cultural backgrounds. The study findings reveal that music is omnipresent in adult EFL learners’ lives, both as a means of entertainment or ‘alternative therapy’ and as an opportunity for promoting language learning. The interviewees emphasized the way that songs enhance their learning experience by developing their reading comprehension and speaking skills. However, more emphatically, they reinforced the role of songs in facilitating vocabulary learning, namely the enrichment of their lexical repertoire. While the collected data suggest a consensus concerning the positive effects of songs, some participants argued that any learning gain is conditioned by several classroom-related factors. Future research can benefit from a discussion on the practical applications of songs in the adult EFL classroom.

The effectiveness of language-related Youtube videos on EFL learning motivation

Ritueli Daeli — 2024-05-06

YouTube is a widely popular platform that offers a vast array of video content. This study aimed to explore the elements of YouTube videos that contribute to sustaining learners’ motivation. A survey was conducted among 349 young adult Indonesian learners. Statistical data analysis revealed that three types of language-related YouTube videos—language lessons, language tips, and language immersions—significantly influenced learners’ motivation to study English. However, language immersion videos exhibited a modestly lower level of effectiveness compared to the other video types. Additionally, it was observed that non-native English-speaker (NNES) videos were more effective in maintaining motivation across all proficiency levels, except for advanced learners, who responded better to native English speaker (NES) videos. Furthermore, the study concluded that videos ranging from 5 to 15 minutes were more effective in sustaining learners’ motivation, as opposed to shorter or longer videos. These findings explain that teachers consider incorporating explicit instruction or tips in their content to enhance learners’ motivation. The findings also indicate that teachers and designers should utilize NNES videos for beginners and intermediate learners, while NES videos may be more effective for advanced learners. Lastly, when choosing instructional videos, the video length should be considered to ensure that learners remain motivated.

Teachers’ attitudes towards information communication technology use in EFL teaching at primary schools in Vietnam – A pilot study

Thi Hoan Vuong — 2024-05-06

One of the main goals set by the Vietnamese Ministry of Education and Training (MOET) for the 2022-2025 period is to extensively revamp Vietnam’s educational system in a way that teaching and learning in a digital environment plays a fundamental role in daily classroom activities. The present study aims to pilot the instrument developed by Christensen and Knezek (2009) to measure teachers’ attitudes towards computers and to examine EFL teachers’ attitudes toward ICT use at primary schools in Vietnam. To achieve the aims of the research, 202 EFL teachers were randomly recruited to complete the 73-item questionnaire. Cronbach’s alpha coefficients were calculated to examine the reliability of the instrument. In addition, several further analyses were conducted to explore teachers’ attitudes towards ICT use in EFL teaching. The findings suggest that the instrument is adequate, reliable, and valid, and that EFL teachers revealed strong interest, low anxiety, low avoidance, and high awareness of the usefulness of ICT use in teaching as well as its role in young learners’ language development. The results showed that teaching experience and job status impact EFL teachers’ attitudes towards ICT use while age and school locations do not. Future research is encouraged to clarify teachers’ neutral attitudes towards online interaction as well as their ignorance regarding the negative impacts of ICT use.

Classroom-based assessment in TEFL as a form of formative assessment: Enquiries into theory and practice

An Hai Trinh — 2024-05-06

Closely related to the concept of formative assessment, classroom-based assessment (CBA) has received increasing attention from education researchers and policy makers worldwide. Despite being hailed as an innovative departure from traditional standardized testing, CBA has often been criticized for the lack of research-based evidence to support its purported benefits. This raises concerns about the reliability, validity, and practicality of this approach in mainstream education. By reviewing recent literature on CBA and its application in TEFL classrooms, this article seeks to understand how CBA theory translates into practice and identify potential discrepancies between its claimed advantages and measured efficiency. The discrepancies observed are primarily attributed to teacher assessment identity. Consequently, I propose a CBA literacy model which improves teachers and students’ assessment capability in classroom contexts.

Critical thinking skills in English academic writing: An exploratory interview study of the perceptions and the experiences of EFL tutors at a Hungarian university

Aye Kyi Phyu — 2024-05-06

The development of students’ critical thinking (CT) skills in English academic writing poses challenges for both educators and students within the realm of English language teaching. In response to these challenges, the present study examines two main research questions related to tutors' perceptions and their experiences in fostering CT skills in English academic writing classes at a Hungarian university. The study employed a qualitative exploratory approach and involved the participation of five EFL tutors. Data were collected through semi-structured interviews and analysed using thematic content analysis. The findings indicate that EFL tutors consider CT skills crucial for evaluating sources, analysing academic texts, questioning reliability, and expressing independent opinions. Various strategies are employed to foster CT skills, including sample texts, guided tasks, the process approach to teaching academic writing, technology use, written feedback, self-assessment, peer revision, and the Toulmin model. Challenges faced by EFL tutors include mixed English language proficiency levels of students, students' limited exposure to CT and academic writing, students' attitudes towards CT and academic writing, time constraints, and systemic issues. The study offers EFL tutors’ insights and effective strategies for enhancing students' CT skills in English academic writing.

English teachers’ views of EFL education in private educational institutions in Tunisia: A qualitative investigation

Wijdene Ayed — 2024-05-06

This research study focuses on the status of English language education in private educational institutions in Tunisia, an area that has received limited attention. Qualitative investigation, utilizing one-to-one interviews with English language teachers in private schools and universities, was conducted to understand the conditions of Teaching English as a Foreign Language (TEFL) in the private sector. Interviews were conducted online and transcribed for analysis. Findings indicate that the quality of English language teaching in private institutions surpasses that of state schools, with students benefiting from early exposure and ample practice opportunities. Teachers in private institutions have access to better resources due to stable financial situations, but they tend to be less experienced compared to their counterparts in public schools. Despite the study's limited scope, it provides valuable insights into Tunisian English teachers’ perceptions of working conditions and highlights their need for professional development and improvements in TEFL. The instrument used in the study has been validated and could serve as a basis for future research. This research, part of a larger PhD dissertation, contributes to understanding the differences between state and private language education and has pedagogical relevance for EFL education in similar contexts.