Motivation is one of the most critical prerequisites contributing to English as a Foreign Language (EFL) students’ academic success. Nonetheless, the connection between students’ motivation and academic low achievement remains underexplored in Vietnam. This study, therefore, drawing from Deci and Ryan’s Self-determination Theory, endeavored to bridge this gap by exploring factors affecting low-achieving high school EFL students’ motivation in learning English, which in turn shaped their academic outcomes. The study adopted a cross-sectional qualitative case study design and conducted semi-structured interviews with four purposefully selected participants. Qualitative data were analyzed via convergent cross-case thematic analysis. Findings revealed that participants’ motivation in learning English was dramatically affected by external and internal factors. External factors included institution-related, family-related, teacher-related, peer-related, and socioculture-related influences. Internal factors encompassed intrinsic motivation in learning English, personal interests in learning English, and self-regulated learning competence. Critically, external factors were perceived to be more influential on their motivation in learning English than internal factors. Subsequently, some pedagogical implications were introduced to relevant stakeholders to enhance teaching practices and foster English learning motivation among this student population.

Bangladeshi migrant workers make up a large part of the Gulf labor force, yet face significant English language barriers affecting workplace safety and economic outcomes. This systematic review synthesizes existing evidence on English language learning motivation, barriers, and workplace communication needs among this population in the Gulf Cooperation Council countries. Following PRISMA 2020 guidelines, we searched academic databases and gray literature (2010-2024), using the Newcastle-Ottawa Scale and the AACODS checklist for quality assessment. Narrative synthesis used the Self-Determination Theory and Workplace Learning Theory frameworks. From 892 initial records, 35 studies were included (18 peer-reviewed articles, 9 government reports, 8 organizational studies). Economic survival emerged as the primary motivation, with 52% of workers identifying language barriers as significant obstacles to workplace success and economic advancement. Systematic barriers included time limits of 10-12 hours per workday, financial difficulties, and inadequate pre-departure training, which consisted of only three days of language instruction. Safety-critical communication dominated across sectors, with construction workers requiring hazard vocabulary and service employees needing customer interaction skills. Evidence-based educational interventions should focus on sector-specific survival English programs, mobile learning solutions addressing documented time limits, and employer incentive systems to support systematic language development. Enhanced pre-departure training and bilateral labor agreements that incorporate comprehensive language provisions are essential for improving worker outcomes and enhancing workplace safety. 

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.