Afghan EFL Teachers’ Perceptions Toward Challenges They Encounter in Implementing CLT in Their Classes

This study aimed to identify the challenges that Afghan EFL teachers encounter when implementing Communicative Language Teaching (CLT) in their classes. The study utilized a descriptive quantitative research design, employing a survey questionnaire.  A total of 25 EFL teachers from different public universities of Afghanistan participated in this study. The results revealed that in teacher-related challenges, insufficiency in spoken English, lack of training in CLT, shortage of time for developing communicative materials, and lack of knowledge about the culture of the target language are the primary obstacles to the application of CLT. Additionally, challenges in student-related factors such as low English proficiency, passive learning styles, and lack of motivation were identified as critical difficulties hindering the implementation of CLT in their classes

Afghan EFL Learners’ Perceptions towards Factors Causing Demotivation in Learning English and Strategies to Make Them Motivated

Demotivation is a significant concern for foreign and second language researchers, as it has a direct impact on the academic success of students at various educational levels, including primary, high school, and university. This study aimed to explore the demotivation factors that affect English language learning among EFL students at Jawzjan University, as well as to identify strategies for re-motivating these learners. The study employed a qualitative approach, and an open-ended interview question was conducted to collect data. The findings revealed several demotivating factors that have a negative influence on learners, including a lack of information about the dominance of the English language, insufficient support from teachers and family, economic challenges, an excessive focus on nonprofessional courses, the use of local languages in English classes, and a lack of opportunities to practice English outside the classroom. Based on the findings, the study suggests that English teachers should pay attention to their feedback, incorporate audiovisual materials into their teaching, and consider the students' interests and proficiency levels when selecting teaching materials

Halliday’s Systemic Functional Linguistics (SFL) approach and sports texts of the postgraduate students at Universiti Teknologi Malaysia

The purpose of this study is to evaluate the scripts entitled ‘‘Sports’’ in terms of processes used and text type based on (Halliday, 1994) Systemic Functional Linguistic approach. Systemic Functional Linguistics (SFL) is looking into the syntactic structure of a clause based on six processes including material, mental and relational process (major category) and verbal, behavioral, and existential processes (minor category). Forty (40) students of the subject ‘Dynamics of Leadership’ at Universiti Teknologi Malaysia were assigned to write essays about ‘Sports’ in between 300—400 words within thirty (30) minutes and sixteen (16) essays were selected for the analysis. Researchers used mixed-method in order to analyze both quantitative (numerical) and qualitative (descriptive) data. All the collected essays were analyzed and then the percentage of all the six processes has been shown in descriptive statistics and interpreted in tabulations and bar graphs. The findings indicate that the dominant process used in all the scripts was material—doing and happening— and subsequently relational. Focusing more on nominalization, the analyzed manuscripts were found to be wordy

A review on impact of blended learning on the english writing skills

Writing skill is one of the important language skills in the English language. In order to overcome some challenges faced by English as Second Language/ English as Foreign Language learners, different technologies are recommended to be used, and one of the examples is blended learning approach. Therefore, the paper aims to present a review of previous studies related to the impact of blended learning on the students' writing skills in English to examine if the blended learning method can make an impact on writing skills. After using the systematic searching method, a total number of 25 articles published between 2010 and 2020 were selected in this paper. From the findings, the majority of the articles were conducted in Asian countries. Analysis of the studies revealed that blended learning had been positively welcomed in many English as Second language/English as Foreign Language contexts by instructors and students. Blended learning has also been emphasized by many scholars to be implemented in English teaching and learning since this teaching approach paved the way and opened a new window of practicing the English language in English as a Second language/English as a Foreign Language context. Finally, it is suggested to use this approach for English writing lessons, as it can develop students' writing skills