Volume 22, Number 1, June 2025
DOI: 10.56040/e-flt.221

Editorial DOI: 10.56040/koos2210

Articles

Masoomeh Estaji & Pegah Ghashghaie Nezhad

Teacher Assessment Literacy in L2 Speaking: Exploring Novice and Experienced Iranian EFL Teachers' Perceptions and Practices

DOI: 10.56040/esgh2211

Abstract
The way teachers conceptualize speaking and assess it in the classroom has always been a matter of controversy among researchers and teacher educators. This debate is further complicated when the variable of teacher experience comes into play. The present phenomenological study aimed to explore the perceptions of speaking assessment practices among experienced and novice Iranian English as Foreign Language (EFL) teachers. To this end, eight Iranian EFL teachers with different teaching experiences were interviewed in two groups of four, including two novice and two experienced teachers in each group. The results of the inductive thematic analysis revealed that the experienced and novice teachers differed in how they defined speaking components, paid specific attention to them, assessed these components, and evaluated their results. The findings are discussed in detail and practical implications are outlined for EFL practitioners and test developers to create well-designed rubrics that include speaking components, which will ultimately contribute to the quality and fairness of scoring criteria.

Eihab Abu-Rabiah

Semantic and Phonological Effects on L2 to L1 Translation: The Case of Cognates, False Cognates, and Non-Cognate Translation Equivalents

DOI: 10.56040/eiar2212

Abstract
Previous research on cognates, false cognates (FCs), and non-cognate translation equivalents (NCTEs) has largely centered on proficient bilinguals, emphasizing orthographic similarities between the first language (L1) and second language (L2) while often neglecting phonological factors. In contrast, the current study investigated intermediate learners’ recognition of the correct L1 meanings of L2 cognates, FCs, and NCTEs in two genetically related languages with distinct orthographies. A test-retest design was implemented with 23 Arabic-speaking high school students learning Hebrew (L2). Participants were presented with 32 bolded words embedded in Hebrew sentences and asked to choose the correct Arabic translation from four options, with linguistic features influencing responses carefully controlled. The task was first administered in the 11th grade (2019) and then again in the 12th grade (2020). The words selected for the translation task were tailored to match the learners’ proficiency level, guided by insights from a pilot study involving a larger pool of words and participants. The results indicated that accuracy in recognizing the correct translations of cognates was significantly higher than for FCs and NCTEs at both time points. In the 11th grade, students’ recognition of FCs was significantly lower than that of NCTEs. However, as students progressed in their L2 learning, they became less confused by misleading phonological similarities, and no significant difference in performance was found between FCs and NCTEs, suggesting that with increased L2 learning, the misleading effect of FCs (i.e., interlingual homophone inhibition) decreased. In addition, significant correlations between cognates, FCs, and NCTEs emerged only in the 12th grade.

Wen-Chi Hu

The Impact of Crowdfunding Video Task-Based Learning on TOEIC Performance of EFL Business English Students

DOI: 10.56040/wchu2213

Abstract
This study investigates the influence of integrating a crowdfunding video task into Business English courses on English as a Foreign Language (EFL) students’ TOEIC (Test of English for International Communication) scores. This mixed-methods study utilizes a pre-and post-test experimental design to evaluate the influence of crowdfunding-related activities on TOEIC proficiency. The design of the study includes implementing a Crowdfunding Video Task Questionnaire (CVTQ) and conducting semi-structured interviews. A total of 86 sophomore college students participated in the study. The questionnaire and interviews were designed to gather nuanced information about students’ perceptions and experiences in task-based English learning within the ambit of crowdfunding integration. In essence, the study aims to facilitate a broader understanding of task-based learning approaches integrated into the teaching of Business English. Specifically, it aims to shed light on how such approaches could augment English language skills indispensable in the business domain when integrated with the crowdfunding video task. By investigating this combination, the study intends to pave the way for more effective and engaging English instruction tailored to the demands of the professional world.

Loïc Renoud

Bridging the Gap From Use to Grammar: A Semiotic-Based Instructional Material for Determiners in French as a Foreign Language at the University Level in Japan

DOI: 10.56040/lore2214

Abstract
This article introduces instructional material for a four-week study of the partitive article, the indefinite article, the definite article, and the demonstrative determiner in French as a Foreign Language at the university level in Japan, as well as its study design. First, the grammatical presentations of these determiners are analyzed in four widely distributed textbooks. It is shown that utterances are presented out of context and that translation favors the search for morphosyntactic rather than functional equivalence. Second, the instructional material and its study design are introduced. The phases of materialization and verbalization are borrowed from Concept-Based Language Instruction. The conception of the material is based on the triadic relationship of the sign in Peircean semiotics, the partial object corresponding to the semantic properties of the determiner, and the sign to the determiner. In the study, participants are asked to verbalize their understanding of the material and then to explain the use of the determiner in the context of a short video excerpt of a conversation where the determiner is used. They are expected to build up links between the generalization of the grammatical explanations and the use of the determiner in the context of the excerpt.

Robert Wood

The Impact of Teacher-Student Relationships on Teacher Identities: Voices From a Chinese University

DOI: 10.56040/rowo2215

Abstract
This study explored the impact of teacher-student relationships on teacher identities, focusing on perceptions and recognition. Adopting a mixed-methods approach, quantitative data were gathered through questionnaires from Chinese mathematics and economics students regarding their perceptions of their local English teachers’ roles. Qualitative insights were obtained through focus group discussions with these teachers, analysing both student responses and related topics. Sociocultural analysis was applied, emphasising a relational approach. Results revealed a paradoxical relationship, where participants valued closeness with students, but also sought some distance due to the pressure caused by it. The resulting stress may influence preferred teacher identities and well-being, necessitating further research on teacher-student connections.

Abdulrahman Hezam & Rian Mahyoub

The Role of Technology in EFL in Conflict-Affected Zones: A Case Study of Yemen

DOI: 10.56040/hema2216

Abstract
This study investigated the challenges faced by Yemeni EFL teachers in delivering online education during the conflict. It aimed to assess the effectiveness of technological tools and platforms used, identify factors influencing technology adoption, explore teacher perceptions and experiences, and provide recommendations for optimizing technology in EFL instruction in conflict settings. A quantitative survey gathered data from 70 Yemeni EFL teachers across institutions, age groups, and experience levels. The survey captured challenges, opportunities, and perspectives regarding technology integration in EFL education. Descriptive statistics highlighted key trends and patterns in the obstacles and potential associated with digital pedagogy. Findings revealed significant barriers to remote teaching, including unreliable internet access and infrastructure issues. While commonly used platforms showed mixed success, teachers demonstrated adaptability through self-directed learning. Attitudes towards technology adoption were largely positive but underscored the need for improved support systems. While digital tools hold promise, effective use in Yemen's EFL classrooms remains constrained by infrastructural and socio-economic limitations. Targeted interventions including international collaboration, dedicated funding streams, and sustainable professional development are vital to enhancing educational quality amid conflict.

Arining Indrasari Ahdi et al.

Exploring the Lived Experiences of Designing Digital Storeytelling Among EFL Pre-Service Teachers: A Focus on Creative Thinking

DOI: 10.56040/ahdp2217

Abstract
Creativity, one of the crucial skills in the 21st century, has become an increasing focus in language teaching as education has transformed to digital learning. There is an urgent need for educators to incorporate activities such as digital storytelling (DST) to encourage students to explore diverse perspectives and develop innovative solutions. In this study, 35 pre-service teachers (PSTs) of English as a Foreign Language (EFL) were voluntarily recruited in adherence to ethical protocols. We explored the PSTs’ experiences in using their creative thinking skills to create digital storytelling. Data were collected through narrative frames, interviews, and artifacts (digital stories). The findings of this study showed that the participants generated numerous ideas for their stories. They were flexible regarding different perspectives and feedback. Furthermore, they ensured that their stories and media components were original. They also enriched their stories with many components (translation, audio, and others). This indicates that the four components of creative thinking skills (fluency, flexibility, originality, and elaboration) were evident in the PSTs’ experiences. Therefore, creative learning activities need to be incorporated into teacher education programs so that teachers will be familiar with creative learning and can integrate it into their classrooms in the future.

Bitsol Kim et al.

Korean Learners' Grammatical Knowledge of The Meaning Differences Among "-ten," "-essten," and "-(u)n" and Their Combinations with Lexical Aspects

DOI: 10.56040/kjsk2218

Abstract
This study elucidates Korean language learners’ knowledge regarding the meanings of the relative clause endings “-ten”, “-essten,” and “-(u)n” and their combinations with predicates of different lexical aspects. The items were designed to test the substitution possibilities between “-ten” and “-(u)n” and between “-ten” and “-essten.” Each item included a predicate selected based on its lexical aspect features. Three types of Grammaticality Judgment Tests (GJTs) and a Self-Paced Reading Test (SPRT) were performed with intermediate learners, advanced learners, and native Korean speakers. Despite their proficiency, even advanced learners encountered difficulty distinguishing “-ten,” “-essten,” and “-(u)n” correctly, particularly in terms of their semantic contrasts and distributional constraints. However, they still outperformed intermediate learners, even though their acquisition of implicit and explicit knowledge remained uneven. Learners had greater difficulty substituting “-ten” and “-(u)n” than substituting “-ten” and “-essten,” particularly in contexts involving predicates with [–state] and [–punctual] features. The study suggests educational implications regarding these endings based on the meaning differences between “-ten” and “-essten” and between “-ten” and “-(u)n,” particularly in relation to their combinations with lexical aspects.

Qiongzhu Chen

A Mixed-Methods Study of Chinese Non-English Majors' Language Learning Strategies: A Look at Frequency, Gender, and English Proficiency

DOI: 10.56040/qich2219

Abstract
This study investigated the use of language learning strategies (LLS) among non-English majors at Guangdong University of Foreign Studies in China, focusing on the relationships between LLS use, gender, and English proficiency. Using Oxford’s Strategy Inventory for Language Learning (SILL) questionnaire, data were collected from 94 students, complemented by semi-structured interviews with 8 participants. Results showed that students employed LLS at a medium frequency overall, with compensation strategies being the most frequently used and affective strategies the least. Significant gender differences were found: female students used strategies more frequently than males, especially cognitive, metacognitive, affective, and social strategies. Correlation analyses revealed positive associations between all six strategy categories and English proficiency. Cognitive strategies emerged as the strongest predictor of English achievement. Interview data supported and explained the quantitative findings, highlighting the importance of conscious strategy use and learner awareness. The study suggests that systematic instruction in LLS, especially cognitive and metacognitive strategies, can enhance learners’ autonomy and English proficiency. Implications for learner-centered teaching, gender-sensitive instruction, and the integration of affective and social strategies into the curriculum are discussed to promote more effective language acquisition.