Effective Teaching and Learning Strategies for EFL Learners

Dear Colleagues,

Compared with English-as-a-second-language (ESL) learners, English-as-a-foreign-language (EFL) learners tend to have less exposure to the target language. Most of their English input comes from the English classroom if they are not trained to use extra learning resources for further learning outside the classroom. To promote EFL learners’ learning, effective teaching to engage the learners is crucial (Kemma, 2019; Quan, 2022). As documented in the related literature, effective teaching can foster learners’ academic achievement (e.g., Tomaszewski et al., 2022), and the benefits could even extend beyond the course, for example, promoting critical thinking, learning motivation, and propensity of lifelong learning (Leos & Pascarella, 2015). On the other hand, enriching EFL learners’ learning strategies could facilitate their English learning, enhance their motivation, and induce self-regulation (e.g., Kavani & Amjadiparvar, 2018; Mohammadi, Saeidi, & Ahangari, 2020). Accordingly, implementing effective teaching and enriching learners’ learning strategies can contribute to the development of learner autonomy.

Recently, with advancements and innovation in multi-media technology, many researchers and EFL practitioners have focused on the application of new technology to support effective teaching and foster strategy-based instruction. Various benefits have been reported in previous studies, such as ensuring student-centeredness and increasing learning engagement (e.g., Bajrami, 2017). How to integrate technology into the teaching and learning of English has become an important issue in recent EFL pedagogy.

In this Special Issue, original research articles and reviews are both welcome. Research areas may include (but are not limited to) the following:

• Effective teaching practices in EFL;
• Innovative teaching methods in EFL;
• Technology-enhanced English teaching in EFL;
• Technology-enhanced English learning in EFL;
• Mobile phone-assisted learning in EFL;
• Strategy-based instruction for EFL learners;
• Autonomous learning in EFL.

We look forward to receiving your contributions.

References:

Bajrami, L. (2017). Technology enhanced learning in EFL classrooms. Global Journal of Information Technology Emerging Technologies, 7(2), 65.

Kavani, R., & Amjadiparvar, A. (2018). The effect of strategy-based instruction on motivation, self-regulated learning, and reading comprehension ability of Iranian EFL learning. Cogent Education, 5(1), 1556196.

Kemma, A. E. (2019). Giving effective instructions in EFL classrooms. International Journal for Innovation Education and Research, 7(1), 74-92.

Leos, C. N., & Pascarella, E. T. (2015). The benefits of good teaching extend beyond course achievement. Journal of the Scholarship of Teaching and Learning, 15(2), 1-13.

Mohammadi, R. S., Saeidi, M., & Ahangari, S. (2020). Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem-solving: PLS-SEM approach. Cogent Education, 7(1), 1746105.

Quan, N. H. (2022). Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers. Indonesian Journal of Applied Linguistics, 11(3), 650-663.

Tomaszewski, W., Xiang, N., Huang, Y., Western, M., McCourt, B., & McCarthy, I. (2022). The impact of effective teaching practices on academic achievement when mediated by student engagement: Evidence from Australian High School. Education Sciences, 12, 358.

Dr. Yuan-Shan Chen
Dr. Ming-Fang Lin
Guest Editors

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• effective teaching
• learning strategies
• technology
• autonomous learning
• EFL