TESOL and Technology Studies

The Use and Perception of Online Learning among EFL Faculty Members in Yemen

Mon, 03 Mar 2025 00:00:00 +0000

This study examines the use, perception, and challenges of online learning among English as a Foreign Language (EFL) faculty members in Yemen. For data collection, a questionnaire was distributed to 50 EFL lecturers. The findings reveal significant variations in the use, perceptions, and challenges of online learning based on demographic factors such as age, gender, and academic rank. While faculty members frequently use online resources for professional development and encouraging student self-study, there is limited use of online platforms for formal assessments and regular coursework integration. Old-aged faculty members, males, and those with higher academic ranks generally demonstrated more positive perceptions of online learning effectiveness. However, female instructors and those with lower academic ranks reported facing greater challenges in implementation. Key challenges identified include technical issues, maintaining student engagement, and adapting traditional teaching methods to online platforms. These results highlight the need for targeted professional development programs, improved technological infrastructure, and tailored support systems that consider the diverse needs and experiences of EFL faculty in Yemen. The study contributes valuable insights for policymakers and educational leaders seeking to enhance the quality and effectiveness of online EFL instruction in Yemen’s higher education institutions, particularly in the context of ongoing conflict and limited resources.

Gamification in ESL/EFL Education: Transforming Language Learning and Teaching Through Play

Saharat Laksanasut — Sun, 06 Apr 2025 00:00:00 +0000

Gamification has become a transformative strategy in English as a Second Language (ESL) and English as a Foreign Language (EFL) education, leveraging game mechanics to enhance engagement, motivation, and retention. This study examined the theoretical foundations of gamification through Self-Determination Theory (SDT), Flow Theory, Behaviorism, and Second Language Acquisition (SLA) theories, illustrating how these frameworks support language learning. Empirical evidence indicated that gamification enhances vocabulary retention, grammatical accuracy, and communicative fluency by providing interactive, reward-based learning experiences. Popular gamified platforms, including Duolingo, Kahoot!, and Classcraft, were analyzed to demonstrate best practices in gamified ESL/EFL instruction. The study identified key benefits, such as increased learner autonomy, engagement through real-time feedback, and adaptive learning pathways tailored to individual progress. However, it also addressed challenges, including potential over-reliance on extrinsic motivation, cognitive overload, and accessibility barriers, while proposing strategies to mitigate these limitations. Additionally, the study explored future research directions, emphasizing the need for longitudinal studies on gamification’s long-term impact, AI-driven adaptive learning, and the integration of Virtual Reality (VR) and Augmented Reality (AR) to create immersive language-learning experiences. The findings suggested that, when implemented strategically, gamification fosters active participation, enhances learning outcomes, and supports meaningful language acquisition. This research provided practical implications for educators seeking to incorporate gamification into ESL/EFL curricula, advocating for a balanced approach that sustains motivation while promoting deeper cognitive and communicative development.

The Effects of Interactive Writing Strategy on Lexical Complexity in EFL Students’ Written Performance

Mouna Ayadi — Sat, 05 Apr 2025 00:00:00 +0000

The aim of this study is to explore the impact of using interactive writing strategy on EFL students' written outputs. This investigation involved 100 EFL students, comprising an experimental group (N = 50), which practiced writing skills through interactive writing sessions, and a control group (N = 50), which received traditional writing instruction. The research methodology included the administration of a pretest/post-test, and the analysis of essays was conducted using the L2 Lexical Complexity Analyzer to calculate lexical complexity scores. The study's findings revealed a significant progress in EFL learners' overall writing performance after using interactive writing strategies (p =.000).The results also revealed statistically significant differences in lexical density and lexical sophistication scores for the experimental group, indicating that students wrote denser and more sophisticated essays after participating in the interactive writing sessions. However, no differences were detected for lexical variation. The findings of this study highlighted the importance of using interactive writing in EFL writing classrooms, with implications for teachers.