In the realm of language skills, speaking holds a pivotal position, making it imperative for classroom instruction to place a strong emphasis on its development. Teaching English speaking skills to Nepali EFL (English as a Foreign Language) students poses a unique set of challenges owing to English's non-native status in Nepal. To tackle these challenges and enhance the speaking abilities of Nepali students, English teachers in Nepal must adopt innovative strategies due to the limited daily use of English in their environment. This classroom action research endeavors to enhance the English speaking proficiency of EFL students in Nepal through the implementation of various communicative activities. These activities include role play, impromptu speaking exercises, language games such as "who is telling the truth", video tapping, and discussions. The interventions were applied to a group of 60 undergraduate students at a university who were learning English as a foreign language. The data gathered from participant classroom observations and unstructured interviews underwent thematic analysis, resulting in the identification of six distinct themes. The results demonstrated a noteworthy improvement in students' English speaking skills, attributing this progress to the implementation of communicative activities. The findings underscore the effectiveness of communicative activities as interventions for enhancing the English speaking abilities of university-level EFL undergraduates. In light of these results, it is recommended that both students and teachers remain cognizant of the contextual and appropriate use of communicative activities as a means to further improve English speaking skills among EFL students.

Failure in visual word recognition brings about frustration and failure in reading which impinge on the achievement and reading progress of learners. In order to contribute towards assisting every child to achieve minimum proficiency in reading, this investigation examined the impact of podcasts on the abilities of second language learners in sight word recognition. The study which is quasi-experimental, made use of the pre-test post-test nonequivalent groups method. The study participants who were purposively sampled from a privately owned primary school in Enugu urban, South East, Nigeria comprise thirty elementary two learners. Pre-and post-tests were administered to the participants who were grouped into intervention and control groups. The intervention group listened to podcasts in word recognition skills while the control group learned word recognition through the usual method. Statistical tools such as means, standard deviation and analysis of covariance (ANCOVA) were utilized to analyze the data collected. The research question was answered through Standard Deviation and the learners’ mean achievement scores, while the hypothesis, which was set at <0.05 level of significance, was tested with the ANCOVA. The results of the investigation showed that podcasts facilitated improvement in the word recognition skills of English as a second language (ESL) learners. The study concluded that the use of podcast proves to be an efficient instructional media capable of promoting achievement in word recognition skills of learners in an ESL classroom. On the basis of the results, exploring the use of podcasts in the teaching of word recognition skills among ESL learners was recommended.

This two-year action research study examines how incorporating ‘The Writing Revolution’ (TWR) strategies and adapting task complexity can improve TESOL students' expository writing in secondary education in Cyprus. A total of eighty-three students (12-17 years old) from various first language (L1) backgrounds and CEFR levels (A1-B2) participated from six lower secondary (LS) and upper secondary (US) state classrooms. The methodology involved spending one-quarter of students' weekly class time on the learning and application of TWR techniques in their L2/EFL writing. Overall, 90-180 activities were completed successfully, and cognitively undemanding and context-embedded writing tasks gave way to more complex and cognitively demanding tasks to suit students’ differing proficiency levels. Qualitative analysis of students’ writing and focus group discussions indicated that writing improved coherence, organization, and complexity. Students expressed feelings of reduced anxiety and improved confidence in English writing. These findings highlight the importance of dedicating time to teaching writing explicitly in L2/FL classrooms and gradually increasing task complexity beginning at the sentence level. This study’s unique contribution demonstrates how TWR strategies can be effectively tailored to L2/FL contexts and offer practical implications for TESOL curriculum developers, researchers, and educators seeking to improve students’ writing confidence in FL and lessen writing anxiety in the classroom.

A large body of evidence demonstrates that cooperative learning promotes reading achievement.  Cooperative learning is based on Social Interdependence Theory, which holds that learners benefit from leveraging cooperative effort to achieve individual and mutual goals. Student-generated questioning (SGQ) is a cooperative learning strategy that promotes learning through an iterative self and peer-assessment process. SGQ has yielded mixed results among lower-proficiency language users, where linguistic and cultural barriers can impede efficacy. Providing students with pre-training, procedural prompts, and language modeling has proven effective. A quasi-experimental, pretest-posttest design was employed to determine the impact of a highly scaffolded SGQ strategy on reading comprehension in two intact CEFR-A2 reading classes (n = 62) over a 16-week semester at a Japanese university. The Cambridge A2 Key Test was administered before and after the reading intervention. Parametric test results revealed SGQ had no significant effect on any of the five reading subskills. Further discussion of findings and recommendations may prove instructive for reading educators and researchers of low-proficiency English students in Japan and other East Asian contexts.

Speaking is one of the most challenging skills in studying English, raising concerns among many English teachers about how to help improve their students’ speaking performance. While many shy students prefer to work individually, others indicate their competence in group work. Therefore, this study investigates the effect of group discussion in authentic role-play on the speaking performance of English as a Foreign Language (EFL) young learners at a suburban primary school in the Mekong Delta, Vietnam. Participants in this study include 80 students: an experimental group (N=40) and a control group (N=40). During six weeks of the role-play session, experimental group students will work in groups, whereas the control group’s participants will prepare individually. Pre-tests and post-tests were employed to examine the students’ speaking performance, and interviews are conducted to compare students’ perceptions of the two role-play formats. The results from the speaking test show that the scores of the experimental group were higher than those of the control group. In the experimental group, five components are improved: pronunciation, content, vocabulary, grammar, and fluency. In contrast, only three components (pronunciation, content, and grammar) are enhanced in the control group. The findings from the interviews revealed that students of both group discussion and individual work engaged in role-play activities and substantially improved their language skills. However, they also faced some challenges in effectively using the two formats of role-play during speaking lessons.

Oral presentations are a great tool for English as a Foreign Language (EFL) students, especially at a university in southern Vietnam. This study results from comparing the benefits and drawbacks of oral presentations from the vantage point of fifty final-year English majors. Ten participants had structured interviews using a mixed-methods approach combining data collection with a 27-item questionnaire. Results reveal that oral presentations significantly increase vocabulary learning (M = 4.42), grammatical understanding (M = 4.22), and creativity (M = 4.46) in preparation. Over presentations, students note higher confidence (M = 4.06), coherence (M = 4.06), and public speaking abilities (M = 4.32). Comments following presentations help to build critical thinking (M = 4.14) and quick reaction skills (M = 4.24). Still, there are problems with low vocabulary (M = 3.74), speaking anxiety (M = 4.00), and fluency concerns (M = 3.82). Notwithstanding these obstacles, oral presentations clearly improve speaking abilities and encourage student autonomy. Hence, their advantages exceed their disadvantages. Future training seminars should focus on psychological and language barriers to maximize the possible application of the method.

Feedback is a crucial element in writing instruction; however, its effectiveness is still debated among scholars. This study investigates the effectiveness of teacher and peer feedback in improving spelling and punctuation skills using a quantitative experimental design that involved two pre-intermediate writing classes at the International Maritime College Oman. Twenty-six participants were randomly selected from both classes. Students' spelling and punctuation errors were assessed using a pre-test–post-test design and data were analyzed using Microsoft Excel and SPSS. Results indicated that teacher feedback significantly improved both spelling and punctuation, whereas peer feedback improved punctuation but led to a decline in spelling. Overall, teacher feedback outperformed peer feedback in enhancing writing accuracy. Due to the small sample size and focus on academic essays, findings may not be generalizable. Future research should explore additional writing genres and include larger, more diverse participant groups.

With increasing scholarly attention to the role of emotions in language learning, boredom, a prevalent yet often overlooked negative emotion in educational settings, has emerged as a significant research focus. Understanding boredom in language learning is crucial because it directly impacts students' motivation, engagement, and long-term achievement. Given that, this study investigates the level of English learning boredom (ELB) among Chinese high school students, examining potential differences across genders and grades. Using a mixed-methods approach, the research collected quantitative data through a questionnaire survey of 748 high school students in Northeast China, supplemented by qualitative insights from semi-structured interviews with 5 students. The findings revealed that students generally exhibited a low level of English learning boredom, meaning they rarely felt disinterested or bored in class. No statistically significant differences were observed between genders or across grade levels. Our interview results added further nuance to the quantitative findings.  Future research could expand the sample scope to include diverse geographical and socio-economic backgrounds and employ longitudinal approaches to track boredom dynamics over time. The study contributes to the growing body of literature on emotions in language learning and offers practical implications for educators seeking to reduce boredom and enhance student engagement in English classrooms.

Integrating critical thinking (CT) into English as a Foreign Language (EFL) instruction has become a pedagogical imperative in higher education, particularly in contexts striving to foster 21st-century competencies. While existing research has largely focused on intervention programs and theoretical models, there is a limited qualitative understanding of how EFL instructors embed CT within the actual teaching of language skills. This study investigates the pedagogical approaches employed by Indonesian university instructors to promote CT in reading, writing, listening, and speaking courses. Guided by the research question: What pedagogical approaches do Indonesian university EFL teachers use to promote CT in the teaching of the four language skills?, the study employed a qualitative research design. Data were collected through semi-structured interviews with eight EFL instructors (two per skill) from three private universities in Jakarta. Thematic analysis revealed four core themes: conceptualizing CT, skill-specific instructional strategies, challenges in implementation, and perceived student development. Findings indicate that while instructors share a strong commitment to CT, its integration is shaped by skill type, student proficiency, and institutional constraints. The study contributes novel qualitative insight into classroom-based CT pedagogy and offers practical implications for teacher education and curriculum design. Limitations include a small, urban-focused sample. Future research should consider broader, comparative contexts and incorporate student perspectives to deepen understanding and applicability.

Duolingo has become one of the most widely used gamification apps for learning English, mostly for vocabulary and grammar. However, there is limited research on its effectiveness in enhancing writing skills. This study aimed to investigate the effect of Duolingo on junior high school students' learning English as a Foreign Language (EFL) writing skills, focusing on the overall score and five components: content, organization, vocabulary, language use, and mechanics. The study used a quasi-experimental design, specifically the non-equivalent control group, involving 41 eighth-grade students in experimental and control groups. Both groups were assigned writing tests as a pre-test and a post-test. The experimental group received an intervention using Duolingo outside the classroom for eight weeks as a supplementary tool, while the control group only received regular English classes. The statistical analysis using the independent t-test and ANCOVA revealed a significant improvement in writing skills in the experimental group (p < .05). It also showed an improvement in all writing components, especially content and organization. The partial eta squared value indicated a large effect of Duolingo (η²p = .878). These findings suggest that Duolingo has the potential to serve as a supplementary tool for improving writing skills in language learning.

This research explores the dependency on and patterns of artificial intelligence (AI) usage in English language learning among public university students in Bangladesh. The study aims to investigate the reasons behind students' reliance on AI tools, the types of information they seek, and the extent of their dependence. A mixed-method approach, combining both quantitative surveys and qualitative in-depth interviews, was employed to gather data from 120 students. The findings reveal that AI tools, particularly Grammarly and Duolingo, are widely used to improve academic writing, grammar, and vocabulary. Students perceive these tools as highly effective for language learning, as they provide instant feedback and make learning more accessible. However, the study also highlights significant concerns regarding the limitations of AI tools, such as their inability to grasp contextual understanding, cultural nuances, and the risk of over-reliance, which may hinder the development of critical thinking and metacognitive skills. Despite these concerns, students recognize the utility of AI tools as a complementary resource rather than a replacement for traditional learning methods. The research suggests that AI tools should be integrated into language learning in a balanced manner, with attention to equity in access and the development of students' higher-order thinking skills. It also emphasizes the need for policy interventions to address the digital divide and ensure that all students, particularly in resource-limited environments, have equitable access to these transformative tools.

English writing, particularly essay writing, is one of the most challenging skills for English as a Foreign Language (EFL) learners. Producing cohesive and coherent texts has become increasingly important. This study focuses on the role of synonymy as a lexical cohesive device in the essay writing of EFL students, specifically examining how frequently Albanian university students use synonyms in their essays. Additionally, the study explores how synonymy contributes to creating a well-structured and cohesive essay. Fifty-six first-year students (male and female) from the Faculty of Foreign Languages, English Department, were purposefully selected to write 56 descriptive essays. A qualitative research design was employed, with writing tasks serving as the primary data collection instrument. The data was analysed using qualitative content analysis procedures. The findings showed that synonyms were used more frequently than near-synonyms in the students' essays. It was also found that the students used various synonyms and near-synonyms to achieve logical cohesion in their writing, despite having limited knowledge of synonymy as a lexical cohesive device. Furthermore, the students had difficulty selecting the appropriate synonyms due to their insufficient vocabulary.