Short Attention Spans in EFL Learning: A Descriptive Qualitative Study of Cognitive Characteristics, Skill-Specific Impacts, and Instructional Strategies
Jul 2026· Teaching English and Language Learning English Journal· Vol 6, pp. 218-234· 0 citations· 25 references
Abstract
The increasing prevalence of short attention spans in digitally mediated learning environments presents significant challenges for English as a Foreign Language (EFL) instruction. This descriptive qualitative study investigates (1) the behavioral and cognitive characteristics of short attention spans among EFL learners, (2) their effects on vocabulary development, reading fluency, and listening comprehension, and (3) instructional strategies that may mitigate their negative impact. Conducted in a natural classroom setting at the university level, the study employed purposive sampling and collected data through in-depth interviews, structured observations, and document analysis. Data were analyzed inductively through data reduction, data display, and conclusion drawing, with triangulation ensuring credibility. The findings indicate that short attention spans are reflected in task-switching behavior, digital distraction, and mind-wandering, which disrupt sustained cognitive engagement. Listening comprehension was found to be the most vulnerable skill due to the transient nature of auditory input, while reading fluency and vocabulary retention were also adversely affected by attentional fragmentation. However, pedagogical strategies such as task chunking, interactive learning, multimodal instruction, and structured breaks were identified as effective in enhancing attentional stability. The study underscores the importance of integrating attention management into EFL instructional design to improve learner engagement and learning outcomes.
Feedback literacy describes the understandings, capacities, and dispositions through which learners recognize the value of feedback, make evaluative judgments, manage emotional responses, and take action. This mixed-methods study examined these four interrelated features in English-as-a-foreign-language (EFL) listening among 1,901 Chinese non-English-major undergraduates and explored action strategies reported by students and 18 college English instructors. The student questionnaire comprised 20 researcher-developed items contextualized to EFL listening; 19 indicators were retained after one taking-action item showed a loading below 0.50. Partial least squares structural equation modeling was used to examine theory-informed associations, and student open-ended responses and instructor interviews were analyzed through qualitative content analysis. Internal-consistency and convergent-validity indices were acceptable, but the Fornell–Larcker criterion was not met, indicating substantial overlap among the four domains. Accordingly, structural results are interpreted as exploratory rather than as evidence of distinct constructs or causal progression. The reported paths were positive, with managing affect most closely associated with taking action. Student reports clustered around engaging with feedback, using technology-mediated practice, seeking authentic listening exposure, and self-assessing progress. Instructor reports emphasized specific and actionable feedback, structured reflection and goal setting, peer-supported learning, and technology-enabled follow-up. The findings suggest that feedback use in EFL listening involves intertwined cognitive, affective, and behavioral tendencies, but stronger scale validation, longitudinal designs, and direct observation of feedback uptake are required before causal or developmental claims can be made.
Yanfang Zhang, Jinyan Huang, Ying Liu et al.· Frontiers in Psychology· 0 citations
This study explored the perspectives of Grade 2 teachers in addressing the reading comprehension challenges of struggling learners in the Santa Maria West District, Davao Occidental Division. Utilizing a qualitative descriptive research design, data were collected through interviews to capture teachers’ observations, instructional practices, and insights within their natural classroom settings. Anchored on the Simple View of Reading and Scarborough’s Reading Rope, the study examined comprehension as influenced by linguistic, cognitive, instructional, and systemic factors. Findings revealed that learners experience significant difficulties in vocabulary development, word recognition, and higher-order comprehension skills such as sequencing, retelling, and inferencing. Language barriers were evident, as many learners demonstrated greater proficiency in Bisaya and Filipino than in English, often resulting in disengagement and low participation during classroom activities. To address these challenges, teachers implemented scaffolded and adaptive strategies, including guided reading, differentiated instruction, translanguaging, vocabulary enrichment, and the use of visual and interactive materials to enhance engagement. However, systemic constraints such as limited instructional time, insufficient professional training, lack of structured literacy programs, and minimal parental involvement hindered the effectiveness of these interventions. Teachers emphasized the importance of sustained institutional support through targeted professional development, adequate resource allocation, school-wide literacy initiatives, and strengthened family engagement. The study proposes a contextualized literacy support framework integrating teacher capacity building, structured instructional resources, and collaborative partnerships to improve literacy outcomes.
Jessa Y. Torres, Amelie E. Trinidad· International Journal of Man...· 0 citations
This study aims to explore the experiences of Thai EFL teacher in addressing vocabulary learning challenges within a rural primary school context.. This research employed a qualitative method with a narrative inquiry design. The participant was selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and video recordings as research instruments. The data were analyzed using narrative analysis supported by thematic analysis to identify recurring patterns in the teacher’s experiences. The results show that students’ vocabulary learning difficulties are influenced by limited concentration, short memory span, weak foundational literacy, and minimal exposure to English outside the classroom. To address these challenges, the teacher implemented adaptive instructional strategies, including repetition, multimodal input (games, songs, and visual aids), and contextualized learning. The findings also reveal that teacher–student interaction, emotional support, and continuous reflective practice play a significant role in improving vocabulary learning. Overall, the study highlights that effective vocabulary instruction in under-resourced EFL contexts depends on teacher adaptability and contextual awareness. The findings suggest the importance of strengthening reflective and adaptive competencies in teacher education while promoting flexible curriculum support for rural schools.
Background Cognitive overload and speaking anxiety are major barriers to second language acquisition, particularly in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. Multimedia learning, artificial intelligence (AI), mobile learning (m-learning), and cognitive-affective interventions have been proposed to enhance language performance and reduce anxiety; however, their overall effectiveness remains unclear. Objective To evaluate the effects of multimedia-assisted language learning, cognitive-affective interventions, learner-related factors, and speaking anxiety across educational settings and to quantify their effectiveness through meta-analysis. Methods This meta-analysis followed systematic evidence-synthesis procedures. A total of 38 studies published between 2013 and 2026 were included. Risk of bias was assessed using the ROBINS-I tool, and evidence quality was evaluated using GRADE criteria. Random-effects inverse-variance models were applied to calculate standardized mean differences (SMDs) with 95% confidence intervals (CIs). Heterogeneity was assessed using the I2 statistic. Publication bias was examined through funnel plots and Egger’s regression test, while robustness was evaluated using leave-one-out sensitivity analyses. Results Significant positive effects were observed across all four domains (p < 0.05). Multimedia and technology-enhanced language learning demonstrated a pooled SMD of 0.44 (95% CI: 0.31–0.58; I2 = 45.6%). Anxiety-reduction and cognitive-affective interventions showed an SMD of 0.51 (95% CI: 0.40–0.62; I2 = 13.5%). Studies examining anxiety, academic achievement, and learner-related factors yielded an SMD of 0.51 (95% CI: 0.41–0.62; I2 = 27.5%). The strongest effect was observed for interventions targeting speaking anxiety in educational settings (SMD = 0.54, 95% CI: 0.47–0.62; I2 = 16.7%). ROBINS-I assessments indicated predominantly moderate risk of bias, whereas GRADE ratings ranged from high certainty for multimedia-based interventions to low-to-moderate certainty for context-specific approaches. Egger’s test detected no significant publication bias (p > 0.05). Sensitivity analyses confirmed the stability of pooled estimates, with effect sizes ranging from 0.52 to 0.54. Conclusion Multimedia-assisted learning, AI-enhanced educational environments, and cognitive-affective interventions significantly improve language learning outcomes and reduce speaking anxiety. Speaking anxiety remains a key determinant of language achievement, while psychological factors such as self-efficacy and confidence play crucial roles in successful language acquisition.
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Asrul Asrul, Abdulhalim Daud, Awaludin Rizal et al.· GLENS: Global English Insigh...· 0 citations
In many EFL contexts, students struggle to develop adequate reading comprehension due to limited vocabulary and an over-reliance on teacher-centered instructional methods. This study aims to examine how EFL learners perceive picture series-based storytelling in developing reading comprehension and to identify the contextual difficulties students face when using this strategy. Employing a descriptive qualitative design, empirical data were collected from 16 eighth-grade students at MTs NWDI Loyok through a Likert-scale questionnaire, semi-structured interviews, and participatory classroom observation. The findings reveal that students hold predominantly positive perceptions of the strategy, reporting stronger motivation, greater confidence, and higher engagement when reading is scaffolded by visual and narrative support. However, students also encountered distinct psychological, linguistic, and contextual difficulties, specifically foreign language anxiety when retelling stories, struggles with limited vocabulary, and a loss of concentration due to classroom noise. The study concludes that picture series-based storytelling is a highly useful and motivating strategy for EFL reading comprehension in rural schools, provided that teachers proactively support students with vocabulary preparation and structured classroom management.
Zahratul Fikni, Murniati Murniati, Astrid Dwimaulani et al.· Jurnal Ilmiah Profesi Pendid...· 0 citations