Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).

Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.

Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: “mindset theories”, “English as a foreign language”, “English as a second language”, and “teacher training”. The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers’ role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers.

In the realm of language skills, speaking holds a pivotal position, making it imperative for classroom instruction to place a strong emphasis on its development. Teaching English speaking skills to Nepali EFL (English as a Foreign Language) students poses a unique set of challenges owing to English's non-native status in Nepal. To tackle these challenges and enhance the speaking abilities of Nepali students, English teachers in Nepal must adopt innovative strategies due to the limited daily use of English in their environment. This classroom action research endeavors to enhance the English speaking proficiency of EFL students in Nepal through the implementation of various communicative activities. These activities include role play, impromptu speaking exercises, language games such as "who is telling the truth", video tapping, and discussions. The interventions were applied to a group of 60 undergraduate students at a university who were learning English as a foreign language. The data gathered from participant classroom observations and unstructured interviews underwent thematic analysis, resulting in the identification of six distinct themes. The results demonstrated a noteworthy improvement in students' English speaking skills, attributing this progress to the implementation of communicative activities. The findings underscore the effectiveness of communicative activities as interventions for enhancing the English speaking abilities of university-level EFL undergraduates. In light of these results, it is recommended that both students and teachers remain cognizant of the contextual and appropriate use of communicative activities as a means to further improve English speaking skills among EFL students.

The advent of the "positive psychology turn" in applied linguistics has brought increased attention to psychological constructs such as hope, which significantly impact students’ academic performance, including their effort. However, the intricate relationships among these factors remain underexplored. To address this gap, the present study employs a mixed-methods approach to investigate how specific dimensions of students' hope influence their efforts. A sample of 711 Chinese senior high school students studying English as a foreign language participated by completing questionnaires assessing their levels of hope and effort. Findings from structural equation modeling indicate that pathways, a dimension of hope, directly and positively affect students' efforts in learning a foreign language. This research provides valuable insights for educators, highlighting the importance of fostering hope in English learning to enhance students' strategic approaches to language acquisition and support their academic progress.