Showing papers on "Foreign language published in 2026"
10 Jan 2026
TL;DR: This study investigates the role of cognitive strategies in foreign language vocabulary acquisition at the university level, revealing a significant positive correlation between strategy use and vocabulary achievement, and highlighting the need for explicit instruction in cognitive strategies.
Abstract: This study investigates the role of cognitive strategies in foreign language vocabulary acquisition at the university level. Grounded in cognitive learning theory and the depth of processing framework, the research examines how different cognitive strategies - such as repetition, contextual usage, inferencing, imagery, and semantic mapping - affect students’ vocabulary learning outcomes. A mixed-method research design was employed, combining quantitative and qualitative approaches to ensure comprehensive analysis and data triangulation. The participants were 65 first-year university students with similar English proficiency levels. Data were collected through a vocabulary learning strategies questionnaire, a vocabulary knowledge test, and semi-structured interviews. Quantitative findings revealed a significant positive correlation between the frequency of cognitive strategy use and vocabulary achievement. Qualitative analysis further indicated that high-achieving students employed a wider range of elaborative strategies, while low-achieving students relied mainly on mechanical repetition and translation. The findings highlight the necessity of explicit instruction in cognitive vocabulary learning strategies and suggest integrating systematic strategy training into university-level EFL and ESP curricula to enhance vocabulary retention and learner autonomy.
11 Jan 2026
TL;DR: This study emphasizes the linguistic and functional aspects of sociolinguistic competence in A2-level foreign language learners, highlighting its integral role in communicative competence and the need for early development of basic register awareness.
Abstract: The paper explores sociolinguistic competence as a linguistic problem in teaching foreign languages to A2-level learners. While sociolinguistic competence is often interpreted primarily from a sociocultural perspective, the study emphasizes its linguistic and functional nature as an integral component of communicative competence. Drawing on the Common European Framework of Reference for Languages (CEFR) and the works of such scholars as Jahbel, Vorwerg, Yonata, Saptani, Shumin, and De Marco, the article analyzes sociolinguistic requirements relevant to the A2 level and substantiates the necessity of early development of basic register awareness.
9 Jan 2026
TL;DR: This study investigates the effectiveness of gamified EFL activities in enhancing cognitive skills, particularly higher-order thinking abilities, in secondary-level learners, revealing significant improvements in cognitive skill performance and increased engagement and motivation.
Abstract: The growing demand for learner-centered instruction in English as a Foreign Language (EFL) education has increased interest in gamification as an effective pedagogical approach. This study investigates how well-designed gamified EFL learning activities can enhance students’ cognitive skills, particularly higher-order thinking abilities such as analysis, evaluation, and problem-solving. A mixed-methods quasi-experimental design was implemented with secondary-level EFL learners. Gamified activities were developed based on Bloom’s taxonomy and cognitive learning principles. Quantitative results from pre-test and post-test comparisons revealed a statistically significant improvement in cognitive skill performance in the experimental group, with an average increase of 24–32% compared to traditional instruction [1][2]. Qualitative findings further confirmed increased engagement, motivation, and deeper cognitive processing. The study concludes that effective gamified activity design plays a crucial role in fostering cognitive development in EFL contexts.
TL;DR: This study compares foreign language anxiety among 264 undergraduates in Surat, India, finding that BBA students report lower anxiety levels than BCA students, with academic discipline significantly impacting language learners' reactions and anxiety levels.
Abstract: Abstract Foreign language test anxiety among first-year BBA and BCA students in Surat, characterised by distinctive social and academic dynamics. The research aims to quantify anxiety, examine group-level differences, and assess how academic discipline affects language learners' reactions. Information was gathered from 264 undergraduates using the Foreign Language Classroom Anxiety Scale (FLCAS), which has been validated and evaluated by utilising descriptive statistical methods using IBM SPSS. Test anxiety is common; however, BBA students report lower levels than BCA students. The complex relationship between the field of study and learner affect was reflected in the identification of academic discipline as a critically important factor of anxiety variable. To encourage fairness and academic resilience in multilingual higher education contexts, this analysis fills a significant gap in geographical comparative research and gives practical insights for building discipline-specific educational strategies with customised anxiety-reduction techniques. Key Words: Foreign Language Classroom Anxiety, Course Differences, Classroom Test Anxiety, Academic Discipline Impact
9 Jan 2026
TL;DR: This book examines the role of peer interaction in foreign language classrooms, exploring factors and contexts that influence target language use and development, and provides practical methods for integrating peer interaction into FL classroom practice.
Abstract: This book highlights the role of peer interaction in the foreign language (FL) classroom and explores the different factors and contexts that mediate its effect on target language use and development. Taking different methodological approaches, all chapters are centred on FL classroom practice and how peer interaction can be effectively integrated.
1 Jan 2026
TL;DR: This study investigates the Moral Foreign Language Effect, where people make more utilitarian moral judgments in a foreign language, and examines if native-language annotation of emotion-laden words can increase emotional salience and attenuate this effect.
Abstract: This project investigates the Moral Foreign Language Effect (MFLE), where people make more utilitarian moral judgments in a foreign language than in their native tongue. Building on the Reduced Emotionality Hypothesis, we hypothesize that the MFLE is driven by a weakened emotional response to foreign language text. Through three experiments, we systematically examine if directly annotating emotion-laden words with native-language translations can increase their emotional salience and thereby attenuate or reverse the MFLE. We expect that native-language annotation of emotion words will reduce utilitarian bias in a foreign language context.
9 Jan 2026
TL;DR: This study investigates the effectiveness of gamified EFL activities in enhancing cognitive skills, particularly higher-order thinking abilities, in secondary-level learners, revealing significant improvements in cognitive skill performance and increased engagement and motivation.
Abstract: The growing demand for learner-centered instruction in English as a Foreign Language (EFL) education has increased interest in gamification as an effective pedagogical approach. This study investigates how well-designed gamified EFL learning activities can enhance students’ cognitive skills, particularly higher-order thinking abilities such as analysis, evaluation, and problem-solving. A mixed-methods quasi-experimental design was implemented with secondary-level EFL learners. Gamified activities were developed based on Bloom’s taxonomy and cognitive learning principles. Quantitative results from pre-test and post-test comparisons revealed a statistically significant improvement in cognitive skill performance in the experimental group, with an average increase of 24–32% compared to traditional instruction [1][2]. Qualitative findings further confirmed increased engagement, motivation, and deeper cognitive processing. The study concludes that effective gamified activity design plays a crucial role in fostering cognitive development in EFL contexts.
9 Jan 2026
TL;DR: This study explores integrating reading and writing tasks in EFL classrooms to foster complete language proficiency, highlighting practical methods for balancing receptive and productive skills through task-based learning and strategies for increased student engagement and accuracy.
Abstract: This article explores how reading and writing tasks can be integrated in English as a Foreign Language (EFL) classrooms to foster complete language proficiency. The study highlights practical methods for balancing receptive and productive skills through task-based learning that strengthens comprehension, expression, and critical thinking. Strategies to increase student engagement and language accuracy are discussed.
10 Jan 2026
TL;DR: This study examines the pedagogical role of artificial intelligence in university English as a Foreign Language classrooms, finding AI enhances personalized learning and provides timely feedback, but emphasizes teacher mediation and ethical awareness in AI integration.
Abstract: The growing presence of artificial intelligence (AI) in higher education has begun to influence how English as a Foreign Language (EFL) is taught and learned at the university level. AI-driven tools such as automated writing feedback systems, speech recognition software, and conversational agents are increasingly used to supplement traditional instruction. This article examines the pedagogical role of artificial intelligence in university EFL classrooms, with particular attention to its impact on language development, learner autonomy, and instructional practices. Drawing on classroom-based implementation, learner performance data, and student and teacher perspectives, the study suggests that AI can enhance personalized learning and provide timely feedback, especially in writing and speaking. At the same time, the findings highlight the importance of teacher mediation and ethical awareness in AI integration. The article concludes by arguing that AI is most effective when used as a supportive pedagogical tool rather than a replacement for human instruction.
10 Jan 2026
TL;DR: This study investigates the role of cognitive strategies in foreign language vocabulary acquisition at the university level, revealing a significant positive correlation between strategy use and vocabulary achievement, and highlighting the need for explicit strategy instruction.
Abstract: This study investigates the role of cognitive strategies in foreign language vocabulary acquisition at the university level. Grounded in cognitive learning theory and the depth of processing framework, the research examines how different cognitive strategies - such as repetition, contextual usage, inferencing, imagery, and semantic mapping - affect students’ vocabulary learning outcomes. A mixed-method research design was employed, combining quantitative and qualitative approaches to ensure comprehensive analysis and data triangulation. The participants were 65 first-year university students with similar English proficiency levels. Data were collected through a vocabulary learning strategies questionnaire, a vocabulary knowledge test, and semi-structured interviews. Quantitative findings revealed a significant positive correlation between the frequency of cognitive strategy use and vocabulary achievement. Qualitative analysis further indicated that high-achieving students employed a wider range of elaborative strategies, while low-achieving students relied mainly on mechanical repetition and translation. The findings highlight the necessity of explicit instruction in cognitive vocabulary learning strategies and suggest integrating systematic strategy training into university-level EFL and ESP curricula to enhance vocabulary retention and learner autonomy.