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- PaperRELC Journal21 Jul 2026
Enhancing English Public Speaking Self-Efficacy and Performance Through a CDIO-Based English Course
Yen-Hui Lu
Integrating the CDIO (Conceive-Design-Implement-Operate) framework into English public speaking instruction for EFL university students significantly improved their self-efficacy and performance in content development, organization, and delivery, but not language accuracy or fluency. The quasi-experimental study with 18-week intervention showed that project-driven tasks like innovation pitches fostered mastery experiences. Pedagogical implications include using CDIO's four-phase structure to scaffold learning and supplementing with language-focused interventions to address accuracy.
Original abstract
This study investigates the impact of integrating the Conceive–Design–Implement–Operate (CDIO) framework into English public speaking (EPS) instruction for English as a foreign language (EFL) university students in Taiwan. EPS has been widely recognized as a critical competence in academic and professional contexts, yet EFL learners often struggle with anxiety, limited practice opportunities and low self-efficacy. To address these challenges, the study implemented a quasi-experimental design with two Freshman English classes: a control group receiving traditional presentation training; and an experimental group engaged in a CDIO-based presentation training. Over an 18-week semester, students’ self-efficacy was measured using a validated EPS self-efficacy scale, while performance was evaluated with a rubric assessing language use, content, organization and delivery. Pre-test results showed no significant differences between groups, ensuring baseline equivalence. Post-test findings revealed that the experimental group demonstrated significantly higher self-efficacy, as well as superior performance in content development, organizational structure and delivery techniques. However, no significant improvements were found in language accuracy and fluency. These results suggest that CDIO-based instruction enhances students’ confidence and competence in public speaking through authentic, project-driven tasks. The findings yield three key pedagogical implications: (a) integrating authentic, product-based tasks such as sustainable innovation pitches can foster mastery experiences and boost learner motivation and self-efficacy; (b) using CDIO's four-phase structure enables instructors to scaffold content and organizational development through guided brainstorming, outlining and rehearsed delivery; and (c) to address limitations in grammar and vocabulary acquisition, supplementary language-focused interventions such as vocabulary mini-tasks and grammar workshops should be embedded within the CDIO cycle to balance fluency with accuracy. These strategies can optimize the effectiveness of CDIO-based EPS instruction in EFL contexts.
- PaperLanguage Teaching Research17 Jul 2026
When Does it Really Matter? Exploring the Conditions under which Gestures Affect Students’ Language Recall, Pronunciation Accuracy, and Cognitive Load in the EFL classroom
Ying Wang
Three controlled experiments examined how gesture type, engagement mode, and timing impact EFL learners' language recall, pronunciation accuracy, and cognitive load. Iconic gestures that were actively imitated and temporally aligned with speech improved outcomes, while misaligned gestures increased cognitive load and reduced performance. Differences between human tutors and virtual agents were modest, highlighting the need for deliberate integration of meaningful and well-timed gestures in both human and AI-mediated instruction.
Original abstract
Gestures are widely recognized as an integral aspect of multimodal communication and language learning. However, the conditions under which they effectively support learning remain unclear. This study investigated when gesture matters in English as a foreign language (EFL) learning through three controlled experiments. Experiment 1 (3 × 2 design) examined the effects of gesture type (iconic, deictic, metaphoric) and production mode (human tutor vs. virtual agent). Experiment 2 compared gesture engagement (watch vs. imitate), while Experiment 3 tested gesture timing (synchronous, gesture-first, misaligned). University-level EFL learners participated in 30-minute instructional sessions, with outcomes measured in language recall, pronunciation accuracy, and cognitive load using multivariate analysis of covariance. Results showed that gesture enhances learning selectively rather than uniformly. Higher recall and pronunciation accuracy were observed when gestures were iconic, actively imitated, and temporally aligned with speech. Misaligned gestures increased cognitive load and reduced performance. Differences between human tutors and virtual agents were present but modest. These findings extend embodied cognition by demonstrating that gesture effectiveness depends on the alignment of representational clarity, learner engagement, and gesture-speech timing. The study highlights the need for deliberate integration of meaningful and well-timed gestures in both human and language instruction mediated by artificial intelligence (AI).
- PaperReCALL25 May 2026
A culturally responsive blended learning framework for technology-enhanced EFL contexts
Mengjia Liu, Harwati Hashim, Nur Ainil Sulaiman
Developed and validated a Culturally Responsive Blended Learning Success (CR-BLS) model for EFL instruction in China, integrating three platforms (U-Campus, GradingNet, Learning Hub). Quality factors explained 71.4% of variance in satisfaction, 54.2% in usefulness, and 34.1% in system use, with cultural moderators (hierarchical teacher-student relationships, collective learning orientation, examination-driven motivation) significantly influencing outcomes.
Original abstract
This quantitative study develops and validates a novel Culturally Responsive Blended Learning Success (CR-BLS) model for evaluating technology-enhanced EFL instruction effectiveness in collective educational contexts. Conducted at a Chinese university, the research examined an intelligent blended learning ecosystem integrating three widely adopted platforms (U-Campus, GradingNet, and Learning Hub) for content delivery, assessment, and collaboration in College English instruction. The CR-BLS model extends a widely recognized seven-factor quality framework by integrating three culturally grounded moderators: hierarchical teacher–student relationships, collective learning orientation, and examination-driven motivation. The proposed model was empirically validated through data collection from 1,816 non-English major undergraduates engaged with the blended learning ecosystem using partial least squares structural equation modeling (PLS-SEM). Results revealed that the proposed quality factors explained 71.4% of the variance in perceived satisfaction, 54.2% in perceived usefulness, and 34.1% in system use. Learner quality and instructor quality significantly influenced both perceived satisfaction and usefulness, while educational system quality primarily affected system use. Furthermore, perceived usefulness, satisfaction, and system use collectively accounted for 64.7% of the variance in perceived learning benefits. Cultural moderators demonstrated significant influence on the relationships between quality dimensions and learning outcomes, enhancing the proposed model’s contextual validity for collective educational environments. This study contributes to both theoretical advancement and practical implementation of blended learning systems in collective educational settings.