Jun 2026· Issues in Language Studies· Vol 15, pp. 1-17· 0 citations· 32 references
Abstract
This study investigated Assessment for Learning (AfL) strategies in promoting English language learning from the perspective of Chinese university English as a Foreign Language (EFL) students. The study had a sequential explanatory mixed methods design. A questionnaire was used to gather data from 1,601 EFL students. Semi-structured interviews were conducted with 34 participants. The results showed that Chinese university EFL students rarely saw their teachers performing AfL strategies in the classroom and that the AfL strategies were slightly important in promoting English language learning. There was a positive relationship between how students perceived their teachers to perform AfL strategies and what these students perceived to be essential in promoting English language learning. This shows that students did not observe these strategies in practice, which may explain why they undervalued their importance.
Performance-based assessment has become popular in the English language classes as an alternative to traditional paper-based tests. It provides learners to have chances of showing how much they know about certain concepts by performing presentations, role plays, portfolio and classroom performance. This paper seeks to investigate the perceptions of EFL learners of the effectiveness of performance-based assessment in the English language learning at Takhar University. In this study, quantitative research design was used, and data were collected through a questionnaire distributed to undergraduate students in the English Department. A simple random sample technique was used to collect data from 52 students (13 from each academic level). The questionnaire included several Likert-scale items, and data were analyzed using descriptive statistics. The results obtained show that there is a positive perception towards performance-based assessment among the participants. Learners perceived that performance-based assessment increased their motivation, active participation, collaboration, improved their language skills and increased their sense of responsibility towards learning. The results further revealed that learners find performance-based assessment to be more effective and authentic compared to other conventional forms of assessment. The findings suggest that performance-based assessment is an important part of the English language learning process in EFL classes. The findings may provide useful insights for language teachers, curriculum developers, and educational institutions seeking to improve assessment practices in higher education.
Shafiqullah Aseer, Abdul Latif Khalid Bek, A. Hakimi· Integrated Journal for Resea...· 0 citations
English is a foreign language taught as a course in Indonesia. English strongly supports courses in their respective fields, such as technology. In reality, both lecturers and students still face numerous challenges during the learning process. Various responses can be found in class regarding these issues, particularly regarding student attitudes during the learning process, student learning outcomes, and participation in group activities. This study aims to describe the difficulties and obstacles faced by students in learning English and the factors that contribute to them. This study used a qualitative approach using questionnaires, observations, and video recordings. Data analysis was conducted through three methods: data reduction, data presentation, conclusion drawing, and verification. The results indicate that the study subjects experienced various difficulties in learning English. This occurs due to varying levels of English proficiency.
Keywords: learning difficulties, competence, English, learning process, learning outcomes
Anak Agung, Gede Raka, Wahyu Brahma et al.· Jurnal Pustaka Cendekia Pend...· 0 citations
Despite the global importance of English, many university students still struggle to achieve expected English proficiency. This study explores the gap between lecturer teaching methods and student learning preferences in English courses at a university in Cilegon, Indonesia. Using a qualitative approach based on Communicative Language Teaching (CLT) and Affective Filter Theory, semi-structured interviews were conducted with 15 students and 5 lecturers. The data were analyzed using thematic analysis by Braun and Clarke. The findings show a clear mismatch between teaching methods and student preferences. While 80% of lecturers used theory-focused teaching, 87% of students preferred practical and communicative activities. Differences were also found in the use of technology, where lecturers mainly used digital tools for delivering materials, while students preferred learning through songs and films. These differences increased students’ anxiety about making grammar mistakes. The study shows that learning difficulties are influenced more by teaching approaches than by students’ motivation to learn.
Novy Yuliyanti, Romadhon Romadhon· ELP: journal of English lang...· 0 citations
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
Nurul Jannah Ahmad Ghulamuddin, Mohamad Iqbal Afham Mohamad Afandi, Nurhazwani Abd Halim· Gading Journal for the Socia...· 0 citations
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto· Journal of Languages and Lan...· 0 citations
This study aimed to uncover the experiences of secondary level students regarding their difficulties in developing English speaking skills. Based on the narratives with the teachers, the study identified real classroom learning problems of the community school students as experinced by the teachers throughout their supports and the strategies that the teachers applied to address those problems. The interpretative paradigm has been applied in the study, in which four teachers from four different schools were asked to share their personal experiences using a narrative inquiry method. The main tool utilized in this study was a set of interview guidelines for teachers. They were asked to narrate their real-life experiences of teaching English speaking skills and the perceived difficulties associated with the secondary level students. The findings show that the students had problems with vocabulary, pronunciation, fluency, background knowledge of the text, inferencing the key ideas, understanding the technical texts, and expressing the meaning in context. The results from this study can be applied to provide insights for the teachers and teacher educators to set new strategies/activities of learner engagement in English speaking.