Archives

  • Vol. 27 No. 3 (2023)

    Volume 27, Issue 3 of The English as a Foreign Language International Journal (EFLIJ) includes three articles and one book review that address the multifaceted nature of teaching English as a foreign language. In the first article, “The impact of using captions on the speaking abilities of low-level and high-level EFL students”, Adam Christopher delved into the ramifications of incorporating captions on the English-speaking aptitude of low- and high-level learners of English as a foreign language (EFL). With the captioned group and the non-captioned group throughout a 13-week academic term, all participants were exposed to audiovisual materials with or without captions and were subsequently assessed in speaking to gauge the impact of caption utilization. The usage of captions significantly enhanced the overall speaking accuracy of EFL learners, with speaking fluency and accuracy in favor of the high-level learners. In the second article, “Teacher written feedback on higher order skills of writing: A case study of L2 Vietnamese students”, Hieu Manh Do and Huong Le Thu Phan explored the influence of teacher feedback on Vietnamese undergraduates' writing capabilities and their preferences for various types of feedback. The findings unveiled the positive effects of teacher feedback on learners' organizational skills, particularly in relation to the delineation between main and supporting ideas within their writing texts. Most students, particularly those with lower proficiency levels, exhibited a preference for direct written feedback and oral conferences. Interestingly, formative assessment methods were endorsed as highly effective approaches to these L2 Vietnamese learners, who were more accustomed to summative assessment practices in the past.

  • Vol. 27 No. 2 (2023)

    Volume 27, Issue 2 of The English as a Foreign Language International Journal (EFLIJ) provides three comprehensive articles on the different facets of teaching English as a foreign language. In the first article, Exploring English Pronunciation Teaching in Vietnam: Time for a New Approach? Hai Yen Vu and Stephen. H. Moore delve into the issue of Vietnamese learners' English pronunciation, which despite many attempts to improve it, persists as a significant challenge. It notes the existence of prior research that has compared the phonology of English and Vietnamese. However, this paper takes a different approach by examining the social, psychological, and cultural factors that impact Vietnamese learners' English pronunciation. To achieve this, the study investigates the attitudes, perceptions, and beliefs of learners and teachers at a private English Language Centre. The study's findings reveal that the conflict between viewing language as a system versus a social practice creates a dilemma for stakeholders regarding their goals, challenges, and possible solutions. This paper presents a study that builds on previous research to provide a more comprehensive understanding of teaching and learning English pronunciation (EP) at an English Language Centre in Vietnam. It highlights the differences in perceptions, beliefs, and attitudes of learners and teachers regarding the main goals and difficulties in learning and teaching EP. The teaching and learning of EP in Vietnam have primarily focused on viewing language as a system and have paid little attention to language as a social practice. However, despite many attempts to address these issues, the same problems persist due to the system's long-standing practices. The paper suggests a need for a new approach that balances the two opposing views of language as a system and language as a social practice to equip learners with both knowledge and skills to use English effectively in communication. Although changing the system is a daunting task, it is necessary to address the needs of English language learners in Vietnam's educational system.

  • Vol. 3 No. 1 (2023)

    Welcome to the January edition of the English as a Foreign Language International Journal (EFLIJ) in 2023. This inspiring edition contains three quality articles. 

  • Vol. 2 No. 6 (2022)

    The current issue of the ELFI Journal contains five articles that describe a diversity of issues in L2 learning and instruction. The issue also contains one review of a book that delves into social language learning communities in Japan.

  • Vol. 2 No. 5 (2022)

    Welcome to the September issue of the English as Foreign Language International Journal in 2022, which contains 3 articles written by teachers of English as a Foreign Language and researchers in the field. These three articles include topics that deal with professional identities of English teachers at secondary and tertiary levels; English language proficiency and its effect on metacognitive instruction in second language listening and listening anxiety in EFL learning.

  • Vol. 2 No. 4 (2022)

    As the Covid-19 pandemic spread around the world in the past two years, researchers, as well as educational practitioners, have been working hard to find potential means to share academic research and pedagogical innovations. The English as Foreign Language International Journal (EFLIJ) hopes that the journal serves as an ideal platform for researchers and educational practitioners presenting their works and looking for collaborators, particularly in times of the pandemic.

  • Vol. 2 No. 3 (2022)

    In this May 2022 edition of English as a Foreign Language International Journal (EFLIJ), three research articles bear witness to the resiliency of EFL teachers in carrying their tasks of promoting English pedagogy in their respective workplaces while the worldwide pandemic, COVID-19, remains to challenge their efficient, relevant, and innovative delivery of language instruction.

  • cover vol 6 issue 2

    Vol. 2 No. 2 (2022)

    We hope you find the articles in this issue informative and inspiring, helping yield new insights into the formulation of future research and innovations for EFL researchers and practitioners in cross-border, interdisciplinary, and collaborative manners.

  • Vol. 2 No. 1 (2022)

    Welcome to the January edition of the English as a Foreign Language International Journal (EFLIJ) in 2022. This inspiring edition contains three articles of quality.

  • cover Volume 25 Issue 6 November 2021

    Vol. 1 No. 3 (2021)

    The current issue of the EFLIJ Journal contains three articles that highlight evolutionary shifts in instruction. The issue also contains reviews of two books on very distinct issues in classroom interactions and practices.

  • Vol. 1 No. 2 (2021)

    Special Issue

    This special edition themed as, New Challenges, New Strategies, and New Prospects in the Time of the COVID-19 Pandemic, is a timely response to the impact of the COVID-19 pandemic on the approaches to EFL and/or ESL teaching and learning across the globe.

  • English as a Foreign Language International Journal

    Vol. 1 No. 1 (2021)

    Welcome to the July issue of English as a Foreign Language International Journal in 2021. Including three research articles and two book reviews, this issue explores diverse topics essential to the field of teaching and learning English as a second/foreign language. Specifically, the research articles address anonymity and non-anonymity in writing, extensive and intensive listening approaches, and geminate consonants in English words.