About Asian EFL

The Asian EFL Journal is published monthly and presents information, theories, research, methods and materials related to language acquisition and language learning. An academic Second Language Acquisition Research Journal. The Asian EFL Journal is one of the world's leading refereed and indexed journals for second language research.

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Featured Journal Article

Questioning the Stability of Learner Anxiety in the Ability-Grouped Foreign Language Classroom

Abstract

This study explores the change of language anxiety in the ability-grouped foreign language classroom over time. Subjects of the study consisted of university EFL freshmen divided into three proficiency levels. The findings revealed that at the initial stage of grouping, students placed in the high proficiency level had significantly lower language anxiety than those grouped into the low and average levels; the differences in anxiety levels between the latter two groups were insignificant.

Featured Thesis

Non Standardized language Tests, Faulty evaluations and it’s impact on Pakistani educational setup

Abstract

The examination mechanism in Pakistan has many loopholes, the local benchmarking is entirely not existing, many Pakistani examiners are not trained in the application of rating tests accordingly the scale descriptors, due to this students do not get vivid feedback about their test performances. Therefore, this study is designed to facilitate and initiate the interest of the English language teachers in Pakistan to understand the importance of sound assessment and validation mechanisms, and their exposure…

Featured Teaching Article

Strategies of Learning Speaking Skill by Senior High School EFL Learners in Indonesia

Abstract

Incorporating theories of language learning strategies and theories of speaking strategies, the present study posed three research objectives: (1) identifying the categories of strategies of learning speaking skill employed by EFL learners of Indonesian senior high schools, (2) measuring the intensity of use of each strategy category, and (3) comparing the use of the identified strategies by successful and less successful students.