TESOL and Technology Studies

Perceived effectiveness and identity development in gamified intercultural learning among EFL learners

Phi Dat Luu — 2026-06-30

Traditional, teacher-centric English as a Foreign Language (EFL) classrooms often exacerbate intercultural anxiety and reduce student agency, leaving learners with passive cultural awareness. This study investigated how a structured, theory-driven gamified learning environment influences student perceptions and the development of global citizenship identity. A survey design that was quantitative to study a specific group of 186 advanced English majors from four public universities. The results revealed a critical psychological paradox. Although the game-like design effectively encouraged teamwork and active involvement in the classroom, turning this online participation into real skills for communicating across cultures was still a very disjointed experience for each learner. Importantly, strong variance analysis showed that a student's identity plays a key role in how they see things; students who feel connected to global citizenship were much more open to using the gamified platform compared to those who focused mainly on their local community. Teachers need to go beyond just using simple rewards and should carefully design game-like learning structures that match the different identities of language learners.

Smartphone Use and Lecture Recording in Higher Education: A Systematic Review of Impacts on EFL Student Learning

Fawaz Abdulhameed Abdu — 2026-06-30

This systematic review examines the use of smartphone use and recording functions by undergraduate EFL students in university classrooms and explores the educational benefits and challenges associated with this practice with particular attention to lecture recording. The study synthesizes empirical research published between 2016 and 2024 that investigates how audio and video recording of lectures support English language learning in higher education contexts. Following PRISMA guidelines, relevant studies were identified through searches in major academic databases including Scopus, ScienceDirect, and Google Scholar. After applying inclusion and exclusion criteria which were expanded to include studies of general smartphone use that provide contextual data on recording practices, nine empirical studies were selected for analysis. The findings suggest that students report improved listening comprehension when using recordings, enhanced speaking performance through video self-assessment, and greater learner autonomy through flexible access to recorded materials. Students benefit from the ability to revisit recorded lectures, review complex concepts, and monitor their language performance. However, several challenges were also identified, including classroom distraction, excessive reliance on recordings, and ethical concerns related to recording instructors and peers without consent. The review suggests that while smartphone recording can enrich EFL learning environments, its effectiveness depends on responsible use, institutional policies, and pedagogical guidance. The study concludes by proposing practical recommendations for educators and identifying directions for future research in mobile-assisted language learning.

Discourse-based teaching of EFL vocabulary for Yemeni undergraduate students: Teachers' perceptions

Aref Nassi Abduh Nasser — 2026-06-30

This study aims at investigating teachers' perceptions about the use of discourse-oriented approach in teaching EFL vocabulary at two Yemeni universities. It examines teachers' perceptions about the efficiency of using discourse-based teaching of EFL vocabulary. It also surveys the challenges of implementing this approach as perceived by Yemeni EFL teachers at the tertiary level. A teachers' questionnaire of a structured format was designed to collect data on both efficiency and challenges of implementing such an approach. It was distributed among forty (n=40) EFL teachers of English in the two Yemeni universities, following the convenience sampling procedure. A quantitative approach was adopted for analyzing the data where mean scores and standard deviations were calculated by using SPSS software (version 20). The results revealed that teachers hold positive perceptions towards the efficiency of discourse-based teaching of EFL vocabulary to a great extent with a high mean score (M = 2.64). It was also perceived that the implementation of such an approach is surrounded by challenges that are related to the teachers, the students, the materials and the teaching setting. It was perceived that discourse-based instruction of EFL vocabulary at the tertiary level in the Yemeni context is challenging to a great extent with a high mean score (M = 2.45). Based on the results, recommendations related to using such an approach along with the requirements to cope with the challenges were provided.

E-Learning During the Civil War in Sudan: Perceptions, Barriers, and Acceptance

Ghada Darras — 2026-06-30

On 15 April 2023, the civil war in Sudan began, pitting the Sudanese Armed Forces (SAF), led by General Abdel Fattah al-Burhan, against the Rapid Support Forces (RSF), led by General Mohamed Hamedan Dagalo. The conflict has had significant humanitarian, economic, and political consequences for the population, prompting universities to transition to e-learning. This study explores students’ perceptions of the advantages and disadvantages of e-learning, as well as the challenges they faced during this Civil War-era e-learning experience. It also investigates learners’ acceptance of e-learning. The participants were enrolled in the Department of English Language at the Faculty of Arts, University of Khartoum. Data were collected via a Google Forms questionnaire and analysed statistically. While participants appreciated the flexibility of e-learning, this benefit was overshadowed by substantial barriers, including internet connectivity issues, low motivation, limited access to learning materials, and difficulties supporting instructor and peer interactions. Perceptions of disadvantages were strongly negative (M = 4.08, SD = 0.92, RW = 82%), compared with neutral perceptions of its benefits (M = 3.00, SD = 1.14, RW = 60%). The study concludes that the subjects preferred face-to-face learning over e-learning, with an average score of 4.08 (SD = 0.92) and a relative weight of 82%. Larger-scale studies are needed to substantiate the findings; however, the outcomes are essential for informing policymakers in developing e-learning policies and practices as an alternative pedagogical approach to traditional teaching methods.