This research aims to assess the acceptance and usability of Speechace (an automated speaking assessment) among EFL female students in a university setting in Western Saudi Arabia. A mixed methods research methodology was used, with a questionnaire based on the modified UTAUT2. The questions revolved around users' attitudes towards Speechace. The study also included semi-structured interviews. A sample of 51 first-year students completed the survey, whereas five participants had a follow-up interview to provide further information after taking a Speechace placement test. The results showed a low frequency of recent Speechace usage and neutral perceptions, relative to the other UTAUT2 constructs. In the meantime, a qualitative analysis of the semi-structured interviews revealed mostly positive perceptions, with users emphasizing the utility of Speechace for developing pronunciation skills, building confidence, and improving exam preparation. Moreover, the learners had a positive perception of Speechace's usefulness, ease of use, and fun. The acceptance of the application (Speechace) was based on internet accessibility, English proficiency, integration into the curriculum, and the availability of free services. Until now, the constructs of UTAUT2 have been applicable, but they have not been statistically validated. Qualitative information reflected an overall positive yet conditional acceptance of Speechace. Therefore, this study is one of the earliest methodical investigations into the acceptance of AI-based speaking assessment among Saudi EFL learners, which suggests that the further implementation of Speechace depends on institutional facilitation, coordination of the tests with the curriculum, and the provision of Speechace at no cost.
Against the backdrop of global population aging, English vocabulary learning among senior learners plays a vital role in lifelong education. It supports daily communication, social interaction, and cognitive preservation. This conceptual review paper aims to holistically depict senior EFL learners regarding their challenges and learning advantages by exploring how effectively senior learners can build English vocabulary based on the synthesis of existing research in this field. It suggests that the effectiveness of vocabulary learning by these learners should not be measured solely by the ability to memorize extensive word lists, retrieve words rapidly, or achieve native-like accuracy. Its effectiveness lies in acquiring personally useful words, achieving meaningful retention, and applying them in practical contexts. Senior learners face physical and cognitive challenges, including weakened sensory perception, reduced stamina, slower processing speed, limited working memory, and difficulties in retrieving unfamiliar word forms. However, they still possess significant strengths, such as stable semantic memory, crystallized intelligence, robust long-term memory, metalinguistic awareness, and goal-directed attention. Such strengths enable effective learning via meaningful association, intentional mnemonic techniques, self-directed review, and contextualized practice. Consequently, senior EFL learners ought to prioritize practical vocabulary, learn at a comfortable pace, and link new words to familiar experiences. Meanwhile, instructors can ease time pressure, accommodate sensory limitations, utilize multimodal and story-based scaffolding, and take learners’ well-being as a key indicator of learning outcomes. Overall, effective vocabulary learning in senior learners relies on practical content and meaningful practice, delivered at a reasonable pace and aligned with learners’ cognitive strengths and daily needs.
The concept of the Ideal L2 Self was introduced in Dörnyei’s L2 Motivational Self System, and is described as how learners envision themselves as successful users of a second language (Dörnyei 2005, 2009). What this future-oriented self-image does is motivates learners to close the gap between their current abilities and their desired identities. Dörnyei says that learners who hold a vivid Ideal L2 Self often engage more actively in tasks, and show greater willingness to use the target language when opportunities arise. Since communication plays a central role in language learning, examining the relationship between learners’ Ideal L2 Self and their willingness to communicate (WTC) may help teachers better understand how motivation influences classroom participation. Thus, this research examines how students' internal motivation through their Ideal L2 Self impacts their classroom WTC. The three guiding research questions are: (1) To what extent do Japanese university students possess a vivid Ideal L2 Self in relation to English language use in future academic, professional, and social contexts? (2) What is the relationship between students’ Ideal L2 Self and their WTC in English during classroom activities? and (3) How do students’ willingness to communicate in English vary across different classroom situations (e.g., peer interaction vs. public speaking)?The participants answered a self-report survey which assessed their Ideal L2 Self and WTC in various classroom environments. The study results show that students have a low to moderate Ideal L2 Self, yet, they also show that communication is better when students work with peers and in groups. Conversely, their WTC shows a significant decrease when they need to participate in public speaking activities. The study shows that strengthening students' future-oriented motivation leads to better English communicative confidence. Thus, this research demonstrates the necessity of understanding why teachers choose communicative teaching methods, rather than focusing solely on how they implement them, while using motivational strategies to boost Japanese EFL students’ classroom participation.
The importance of motivation in English as a Foreign Language (EFL) learning is undeniable, but research in Saudi Arabia tends to focus on the views of teachers or numerical data, while little attention is given to the experience of learners. This paper is a secondary qualitative research on the perceptions of Saudi EFL learners of the Ten Commandments of Dörnyei, which combines the evidence of peer-reviewed studies, grey literature, and policy documents. Four significant dimensions of motivation are identified using thematic analysis: teacher modeling and interpersonal relationships, supportive classroom climate and learner confidence, learner autonomy and active participation, and meaningful learning and goal orientation. The discussion identifies the most relevant commandments in the student-centered approach: building constructive teacher-student interactions, establishing a conducive learning environment, enhancing the self-confidence of learners, and facilitating learner autonomy. Results show that teachers expressing supportive behavior, classrooms promoting emotional safety, task autonomy and linking English learning to personal and professional ambitions motivate learners. These lessons support the significance of culturally responsive, learner-oriented approaches to motivation in Saudi EFL settings and provide useful information to teachers aiming to improve interaction and long-term motivation.
This study explores the strategies that teachers use to reduce students’ speaking anxiety in Saudi EFL classrooms from teachers’ perspectives. Speaking anxiety remains a persistent challenge among EFL learners, negatively affecting their participation and language development. While previous research has focused mainly on students’ perspectives and experiences, limited attention has been given to teachers’ strategies in the Saudi context.A qualitative approach was employed using semi-structured interviews with eight female EFL teachers from a university in Jeddah. The data were analyzed thematically. The findings identified several strategies teachers used to reduce speaking anxiety, such as creating a safe and supportive classroom environment and encouraging classroom participation. In addition, the study found that teachers adapt tasks and strategies to students’ needs.Overall, the study highlights the important role of teachers in reducing speaking anxiety and emphasizes the necessity for flexible, supportive, and interactive teaching practices that encourage student participation in EFL classrooms. The study demonstrates that anxiety reduction depends not on individual strategies, but on how teachers combine and adapt them within classroom contexts.
This paper examines the perception of Saudi female EFL students regarding the relevance and frequency of teacher motivational strategies in the classroom. The goal was to detect any discrepancy between the motivational strategies which teachers believe to be important and those that the students actually see being used. The mixed methods approach was used, where the quantitative data was gathered using a Likert scale survey, while the qualitative data was collected using open-ended questions. The data collection was conducted using a version of the Motivational Strategy Survey by Cheng and Dörnyei (2007) that was modified and translated to suit the Saudi student population in particular. The results demonstrate a high disparity between the significance of the strategies like "Proper teacher behavior" and "Increase learners goal-orientedness" and how they are implemented in the classroom. Although students cited some of these strategies like nurturing self-confidence and rewarding student’s effort as being very effective in motivating them, teachers did not always implement such strategies. The research proposes that teacher motivation practice should be more aligned with the preferences of students to increase engagement and learning outcomes. The study also indicates that teacher professional growth is necessary to help narrow the gap between classroom practices and student expectations.
This paper investigates the challenges associated with the use of modality in the written English of Yoruba-English bilingual secondary school students in Ekiti State, Nigeria. As a complex linguistic feature, modality presents significant difficulties for second language (L2) learners, particularly in contexts where the first language (L1) and L2 have different modal systems. Through document analysis of student writing samples and a comprehensive review of relevant literature, this study identifies common errors in the use of epistemic and deontic modality, examines the influence of Yoruba (L1) on students' use of English (L2) modality, and explores pedagogical factors contributing to these challenges. The findings suggest that L1 interference, coupled with inadequate instructional practices and insufficient exposure to authentic English texts, contributes significantly to students' difficulties with modality. The paper concludes with evidence-based recommendations for a more explicit and contrastive approach to teaching modality in Nigerian secondary schools, aiming to improve students' grammatical accuracy and communicative competence in English. This study contributes to the broader understanding of second language acquisition in multilingual African contexts and has important implications for English language pedagogy in Nigeria.
This study explores the motivational factors that contribute to a positive learning environment for English as a Foreign Language (EFL) among intermediate students in the Eastern Province of Saudi Arabia. The research utilizes a cross-sectional survey administered to 245 male students from first to third grades of public schools in both urban and rural settings. The questionnaire, adapted from Holbah (2015) and based on Gardner’s socio-educational model and Self-Determination Theory, assesses five motivational dimensions: students' attitudes toward learning English, teacher motivation, family encouragement, school environment, and societal support. The findings reveal an overall high level of perceived motivation, with societal motivation being the most significant factor. Notably, urban students report higher levels of motivation across all dimensions compared to their rural counterparts. Significant differences in motivation are observed based on academic achievement, with higher-achieving students perceiving more support from teachers, families, and the school environment. The study also highlights the need for tailored interventions in rural areas to foster a more supportive learning environment. The findings are aligned with the broader goals of Saudi Vision 2030, which emphasizes enhancing educational outcomes and aligning them with national development needs. The study concludes with practical recommendations to improve motivational support in EFL classrooms, focusing on both urban and rural educational contexts.
This qualitative study explores how cultural image is translated across semiotic modes and how new meanings are generated, using the widely viewed Chinese Festival Shows series as a case study. Seven episodes broadcast in 2021–2022 were purposively sampled for cultural breadth and contemporary relevance. Systematic content analysis yielded twelve recurrent cultural images, which were analyzed via an integrated tripartite framework. First, images are classified into archetypal, symbolic, and conceptual types to illuminate their formal origins, culturally encoded manifestations, and emergent interpretive meanings within the audiovisual text. Second, an intersemiotic-translation model traces how these images are transposed and reconfigured across sign systems, especially between verbal references and non-linguistic visual and auditory modes. Third, the analysis mobilizes the semiotic categories of iconicity, indexicality, and symbolicity to specify relations between referents and representations. Findings show that intersemiotic translation is not a simple transfer but a dynamic, generative negotiation: visual resemblance, contextual and causal association, and socially shared conventions jointly anchor and activate meaning. This interplay both preserves traditional cultural connotations and enables novel significations suited to contemporary media contexts. The study concludes that intersemiotic translation is a dynamic renegotiation of meaning that balances the partial loss of original cultural nuances with the creative generation of contextually relevant interpretations.
This article examines Greek EFL teachers’ beliefs, training experiences and reported classroom practices in implementing the Integrated Foreign Languages Curriculum (IFLC, hereafter) — a nationwide curriculum innovation introduced in Greek state schools as part of a broader reform agenda to modernize foreign language education. Drawing on English foreign language (EFL, hereafter) teachers’ beliefs, training and practices, the study explores how teachers mediate top-down curricular change within complex institutional realities. Employing a mixed-methods design, quantitative data from 370 EFL teachers were triangulated with semi-structured interviews with 16 EFL teachers and 8 school advisors, alongside the analysis of 12 lesson plans. The findings reveal limited awareness and fragmented training, resulting in partial and uneven implementation of the IFLC. While many teachers endorse the innovation’s communicative and learner-centered philosophy, deeply entrenched beliefs, contextual constraints, and insufficient professional support hinder full implementation. Nonetheless, emerging evidence of adaptive and selective agency suggests teachers’ gradual movement toward more reflective and context-responsive practices. The study also highlights the importance of sustained, collaborative professional learning and participatory curriculum design in promoting meaningful educational innovation. Implications are discussed for teacher education, curriculum policy as well as scholarship on agency and innovation in global educational contexts.
College English (CE) is a compulsory, foundational course for most non-English majors in China, but its development continues to be shaped by exam-oriented assessment, large classes, and persistent tensions between communicative aims and local classroom realities. Within these structurally constrained conditions, efforts to integrate Mobile English Learning Resources (MELRs) often result in fragmented and uneven patterns of use, particularly in programmes that enrol high proportions of ethnic minority students. This conceptual paper proposes an integrated framework that combines the L2 Motivational Self System, Activity Theory, and agency–affordance perspectives to conceptualise how MELRs can be embedded within the CE activity system. The framework starts from the proposition that MELRs become motivationally powerful only when their affordances are actualised through direct personal, proxy, and collective agency under particular rules, communities, and division of labour. Ideal L2 Selves are treated as the psychological basis of agency, while the L2 Learning Experience is modelled through behavioural, cognitive, and emotional engagement along the Subject–Object pathway of the activity system. Activity Theory provides the structure for locating how agency operates within CE classrooms that serve ethnic minority students, and agency–affordance perspectives clarify when designed affordances are transformed into learner-actualised affordances for English learning. The paper outlines research directions and pedagogical implications that follow from this framework and presents it as an analytical lens for future empirical work on mobile-assisted English learning in CE contexts.
This thesis explores the effect of using Artificial Intelligence (AI) in gamifying English Language Teaching (ELT) by evaluating the advantages and disadvantages from the perspective of college students. A mixed methods approach was utilized, and a quasi-experimental design was applied where ChatGPT is used to make a gamified lesson for 47 preparatory year students at King Abdulaziz University in Jeddah, Saudi Arabia. A questionnaire of 20 items that depends on the flow theory was distributed to the 47 students, and semi-structured interviews were conducted with five students. The results revealed that gamified AI lessons can have a positive effect on college students’ participation and learning abilities, with advantages like enhancing motivation and enjoyment, activating cognitive abilities, improving classroom dynamics, and elevating the overall experience. On the other hand, some concerns were raised regarding AI’s capability of providing human-like interactions with students. For example, it was felt that students experienced a “feeling of a lack of control.” The thesis recommends conducting long-term studies, involving students from different age groups and contexts, exploring teachers’ perspectives, and comparing traditional ELT methods with gamified AI lessons to cover a wide range of outcomes and contribute effectively to the topic.
Critical thinking (CT) is widely recognised as a core competency in 21st century English language education, especially within English as a Foreign Language (EFL) context. Despite the considerable potential of English Public Speaking (EPS) courses to promote both CT and communicative competence (CC), systematic integration of CT into EPS instruction remains limited, particularly in Asian EFL settings. This paper presents a research-informed framework for embedding CT within EPS courses, aimed at advancing both cognitive and communicative development among EFL learners. The framework comprises three core components: (1) foundational CT instruction, (2) structured activities and personalised feedback, and (3) ongoing support for student development. Drawing on empirical research and theoretical perspectives, the paper elucidates the interconnection between CT and CC, identifies persistent challenges in current teaching practice, and outlines practical implications for curriculum design and pedagogy. The proposed framework offers a transferable blueprint for educators and researchers seeking to optimise EPS instruction and address the evolving demands of global communication.
This quasi-experimental study examined the effectiveness of Project-Based Learning (PBL) as a teaching strategy for enhancing the self-efficacy of oral communicative competence among Chinese Business English learners. The participants consisted of 62 Business English students enrolled in a Listening and Speaking course at a private college in China, who were purposefully selected for the study. The intervention involved a 16-week instructional period utilizing PBL as the core teaching strategy. Data were collected through a self-efficacy questionnaire on oral communicative competence, administered as both pre-test and post-test, along with semi-structured student interviews conducted after the intervention. Quantitative data were analyzed using t-tests, while qualitative data underwent thematic analysis. The findings indicated a significant improvement in learners’ self-efficacy in oral communicative competence and demonstrated positive student perceptions of PBL as a supportive method for building confidence. The study concludes that PBL is an effective instructional strategy for enhancing oral communicative self-efficacy in Business English contexts. It is recommended that PBL be adopted as a pedagogical approach in English language instruction aimed at fostering learner confidence and communicative competence.
Polysemy, characterized by a single word possessing multiple related meanings, poses significant challenges in translation, particularly when meanings lack direct equivalents in the target language. This study systematically reviews research on polysemy in translation studies, analyzing high-quality journal articles published up to July 31, 2025, sourced from the Web of Science (WoS) and Scopus databases. Employing a structured coding and analysis framework, this review examines publication trends, methodological approaches, and research themes through a systematic literature review utilizing content analysis. Following the PRISMA guidelines, 36 articles were selected for analysis. The findings reveal: (1) Empirical research predominantly focuses on polysemy across various translation domains, with data collection and analysis methods demonstrating increasing diversification. (2) There is a notable gap in exploring polysemy translation within culturally specific and stylistically complex texts, necessitating further investigation into intricate contextual applications. (3) Future research should prioritize domain-specific syntheses and address multilingual translation requirements. This review contributes to translation studies by offering a comprehensive understanding of polysemy research, fostering greater attention to diverse linguistic contexts and promoting interdisciplinary collaboration.
The use of reading strategies is closely linked to readers’ proficiency levels. While extensive research has examined strategy use among EFL readers with varying proficiency, there remains a gap in qualitatively understanding the characteristics that distinguish good and poor EFL readers in narrative texts. The study addresses this gap through a qualitative case study involving four good and four poor Chinese college EFL readers. Data were collected primarily through think-aloud protocols to gain in-depth insights into their strategy use. Findings indicate that good readers effectively employed inference-making strategies to enhance comprehension and actively monitored their reading progress. Conversely, poor readers relied heavily on translation, struggled with making inferences, and demonstrated ineffective comprehension monitoring. These contrasting behaviors revealed three key differences between the two reader groups: approaches to assisting comprehension, inference-making abilities, and monitoring of comprehension. The study concludes that successful narrative comprehension depends on both linguistic competence and strategic reading awareness. It recommends explicit instruction on rephrasing and inference-making strategies, alongside guidance for active comprehension monitoring and adaptive strategy use. Future research is suggested to examine how strategy use evolves over time and how targeted instruction influences EFL readers’ strategic behavior.
This study explores the English language needs of Saudi trainees enrolled in Technical and Vocational Training Corporation (TVTC) colleges in Saudi Arabia. The focus of this paper is, on AlJumum Technical College. The data were collected using a mixed-methods approach. While the trainees participated via questionnaires, the ESP instructors took part in semi-structured interviews. The results of the analysis showed a clear focus on receptive skills (listening and reading) in current ESP courses, while productive skills (speaking and writing) were underdeveloped. These findings also point to a mismatch between the curriculum design and the actual professional communication needs of the world. The study indicates that the integration of systematic needs analysis into ESP curriculum development can help to overcome this gap, enhance communicative competence, and contribute to the goals of Saudi Arabia's Vision 2030 for workforce readiness and localisation. In light of the above, practical suggestions are made to both curriculum designers and ESP instructors to ensure the effectiveness of the contextual relevance and pedagogy.
Teaching English as a foreign language (EFL) to visually impaired students (VIS) in higher education presents unique pedagogical and emotional challenges. Although VIS enrollment in Saudi universities is rising, little is known about how EFL teachers navigate these demands. This qualitative, exploratory study, guided by an interpretivist paradigm, examined the experiences of three female EFL teachers at a Saudi university. It sought to understand the challenges they face and the coping mechanisms they develop in response. Data were collected through individual semi-structured interviews and a focus group discussion and were analyzed using inductive thematic analysis. Findings revealed that the participant teachers face significant and interconnected challenges spanning personal, emotional, and instructional burdens, alongside systemic barriers such as inaccessible curricula and limited institutional support. Despite these constraints, participants demonstrated resilience and adaptability, drawing on collaborative efforts to sustain practice. The analysis also revealed a persistent disconnect between institutional policy and classroom realities, suggesting the need for targeted professional development, improved resource allocation, and structural reform. The study offers practical insights into supporting EFL teachers working with VIS and contributes to the broader discourse on disability and language education.
The paper will explore the challenges faced by EFL teachers while implementing learner-centered instruction in Saudi Arabian university classrooms. Although educational reforms advocate the use of interactive and communicative teaching methodology, instructors still work in a rigid, exam-oriented system that is influenced by cultural norms and institutional limitations. A qualitative phenomenological method was applied to collect data in the form of semi-structured interviews with ten instructors from both male and female campuses of a public university. Thematic analysis identified five barriers, including institutional limitations, absence of professional training, cultural barriers, student readiness, and assessment mismatch. These results indicate the policy-practice gap and call for systematic changes, specific teacher training, and context-specific pedagogical assistance. The research contributes to the current work on the alignment of English language teaching practice with learner-centered principles in the Saudi EFL environment.
Digital technology now revolutionizes education through online teaching which serves as a fundamental aspect of language education. A research investigation reports about the benefits and limitations of online teaching methods used to build four fundamental English language abilities for General English program students at Taif University. The author employed quantitative research techniques to administer questionnaires to 200 students that were analyzed using SPSS.Online teaching provides students with multiple advantages because it combines three key features: flexibility in learning hours, broad accessibility and multimedia tools which improve student learning. Reading achievements demonstrated the largest growth among the four language skills whereas speaking achieved the second highest gain with writing achieving the least improvement. Students experienced decreased involvement and lost much of the personal contact with instructors along with experiencing technical issues. The statistical results demonstrate that online teaching produces positive substantial outcomes for language learning despite facing limited disadvantages which have no significant negative effect on effectiveness.The research enhances current knowledge about online English learning through its experimental assessment of Saudi Arabian university students. Research results demonstrate the necessity of implementing blend education systems and developing interactive features plus additional academic support which will optimize internet education advantages. The report makes suggestions to enhance online English teaching techniques which will strengthen student partnership and academic achievement.
