Vol 12, No 2 (2024)

DOI: https://doi.org/10.5296/ijele.v12i2

International Journal of English Language Education, Vol. 12, No. 2 2024

Table of Contents

Articles

Exploring EFL Teachers' Perceptions of Action Research in Two Public Universities in Saudi Arabia
Maram Moahmmed Alwafi, Miriam Alkubaidi
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pp. 1-18
An Exploratory Study of Vocabulary Learning Strategies by Saudi Female First-year EFL University Students
Nesreen Masoud Al-Ahmadi
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pp. 19-39
The Relationship Between Teacher-Student Rapport, Stroke and English as a Foreign-Language Learners’ Willingness to Communicate: The Case of Saudi EFL Female University Students
Lama Al Thowaibi
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pp. 40-56
Unlocking Potential: Navigating CLT for Adolescent English Learners in Egyptian Public Schools
Abdelhamid Helmy Safa
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pp. 57-70
The Effect of Job Satisfaction on the Performance of Saudi EFL Elementary School Teachers in Taif City
Razan Sultan Mohammad Althuwaybi
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pp. 71-85
Investigating the Impact of Teacher Enthusiasm on Engagement Among Saudi First-Year EFL Students
Maram Saeed Alghamdi, Hanadi Abdulrhamn Khadawardi
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pp. 86-121
Challenges in Promoting Learner Autonomy in Blended Learning: Perspectives from English as a Foreign Language Teachers in China
Yongmei Cao, Joanna Joseph Jeyaraj, Abu Bakar Razali
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pp. 122-142
Navigating ESL/EFL Professional Development: Exploring Formal, Informal, and Online Pathways
Khalid Al-Seghayer
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pp. 143-175
Exploring the Use of Machine Translation in English-Medium Higher Education Contexts: Perspectives from Omani EFL Students
Hatem Essa, Awad Alhassan
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pp. 176-193
The Role of Digital Technology in Supporting English Language Learners: Balancing Engagement and Access in Secondary Schools
Sunaina Sharma
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pp. 194-209
Examining EFL Students’ Self-Regulated Motivation for Improving English Speaking Skills: A Study of High-Achieving Thai University Students in an English Speaking Course
Jirayu Songkhro, Samah Ali Mohsen Mofreh, Sultan Salem
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pp. 210-234