Englisia : Journal of Language, Education, and Humanities
Effective from Volume 13, Number 2 (2026), Englisia: Journal of Language, Education, and Humanities will migrate to a new official website. Click new submission ISSN-P 2339-2576 ISSN-E 2527-6484 Englisia Journal (EJ) is open access and peer-reviewed journal that considers any original scientific article that expands the field of language studies in English Language Teaching and various other related applied linguistics themes. The journal publishes articles of interest to language teachers, practitioners, and language researchers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts. From Vol 9, No 1 (November 2021) onwards, EFL/ESL articles with contemporary relevance and research concepts focused on religious educational institutions will be given more preference. It is expected that the ELT-related issues mentioned above can be explored scientifically, and in the end, the educational quality and teachers' professional development at religious educational institutions throughout the nation can continually be improved. Englisia Journal opens for manuscript submission throughout the year. Englisia Journal is published bi-annually; in May and November, and only selected papers will be published in each issue. Englisia is indexed in the Directory of Open Access Journals (DOAJ) and nationally accredited by DIREKTUR JENDERAL PENGUATAN RISET DAN PENGEMBANGAN KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI REPUBLIK INDONESIA (SINTA 2) from December 2020 to December 2028. Englisia is under the management of the English Education Department (PBI) of Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh, Indonesia. Contact us at: PBI administration office, Building B 2nd Floor Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh, 23111, englisia.journal@ar-raniry.ac.id
Universitas Islam Negeri Ar-Raniry Banda Aceh
Proposed Policy for Journals That Offer Open Access Authors who publish with Englisia journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Linguistic landscape and visitors’ perception of written information at museums in Bali
This study examines the linguistic landscape (LL) of several museums in Bali, with a particular focus on language contestation, underlying linguistic ideologies, and visitor perceptions. It explores how written information is presented, the languages prioritized, and how these linguistic choices reflect identity construction and social functions within museum spaces. The research employs a qualitative design, incorporating photographic documentation, direct observation, and visitor interviews conducted across multiple museums. The findings indicate that multilingual signage is a defining feature of these museums, most commonly combining Indonesian with English or other foreign languages such as Japanese, German, and Dutch. Balinese script is also present, though often used to convey information in Indonesian rather than in the Balinese language. The instrumental function of LL is reflected in the strategic use of foreign languages to accommodate international visitors, while its symbolic or indexical function emerges in the use of Indonesian and Balinese script as markers of national and local identity. Visitor feedback suggests that while much of the written information is clear and useful, issues remain regarding font size, aesthetics, and accessibility. Overall, the study highlights how LL in Bali’s museums embodies both communication practices and broader cultural, ideological, and institutional dynamics.
Copyright (c) 2025 Hartanti Woro Susianti, Ni Kade Juli Rastitiati , I Gusti Ngurah Agung Suprastayasa http://creativecommons.org/licenses/by/4.0
Enhancing pronunciation skills through British Council Podcasts: Learners’ beliefs and learning experiences
This study investigates the implementation of British Council Podcasts to enhance pronunciation skills and explores learners' beliefs regarding this pedagogical tool. Employing a Classroom Action Research (CAR) design comprising planning, acting, observing, and reflecting phases, the research involved 27 first-semester students of the English Language Education Department at Purworejo Muhammadiyah University. Data were collected through pronunciation tests, observations, and questionnaires. Quantitative data were analyzed using descriptive statistics, while qualitative data from observations were analyzed thematically. The findings indicate a notable improvement in students' pronunciation skills, with the mean score increasing from 68.4 in Cycle 1 to 76.8 in Cycle 2. Furthermore, questionnaire results revealed a high mean score of 3.95, indicating that students hold positive beliefs about using podcasts for pronunciation learning. In conclusion, British Council Podcasts are an effective and positively perceived medium for enhancing pronunciation skills among EFL learners.
Copyright (c) 2025 Semi Sukarni, Sudar Sudar, Irina Vezner http://creativecommons.org/licenses/by/4.0
When mother tongue shapes target language prosody: Suprasegmental transfer from Banjarese to English
This study examines the influence of Banjarese prosodic features on English suprasegmental performance (stress, rhythm, and intonation) among undergraduate EFL students at UIN Antasari Banjarmasin. While these features are critical for intelligibility, they remain under-addressed in EFL instruction. Using a qualitative approach, seven native Banjarese speakers were purposively selected and engaged in semi-structured interviews that elicited both metalinguistic reflections and spoken English samples. Data were transcribed and subjected to content analysis. Results indicate systematic L1 transfer manifesting in three primary patterns: (1) a tendency toward final-syllable stress placement, (2) reduced intonational variation, and (3) a syllable-timed rhythmic structure. These prosodic transfers were found to compromise speech naturalness and intelligibility. Participants reported employing compensatory strategies—including auditory imitation, self-monitoring, and corrective feedback—to mitigate these challenges. The study contributes to second language acquisition theory by documenting suprasegmental transfer in a previously underexplored linguistic community. It further argues for the explicit integration of suprasegmental instruction within Indonesian higher education curricula. Pedagogical recommendations include rhythm-focused drilling, prosodic shadowing tasks, and metacognitive reflection to enhance phonological awareness. The research concludes that fostering prosodic competence is essential for developing communicative proficiency in multilingual EFL contexts.
Copyright (c) 2025 Ridha Fadillah, Muhammad Ridha http://creativecommons.org/licenses/by/4.0
Psychological determinants of student achievement in a short-term TOEFL workshop
This study examines the relationships between three psychological constructs—interest, anxiety, and grit—and academic achievement within a short-term TOEFL preparation workshop. Using a quantitative correlational design, data were collected from 18 prospective English teachers at a state Islamic college in Riau, Indonesia. Participants completed Likert-scale questionnaires measuring interest, anxiety, and grit, alongside pre- and post-intervention TOEFL tests. Spearman’s rank correlation analysis revealed no statistically significant associations between any of the psychological factors and achievement gains. Interest demonstrated a weak negative correlation (ρ = -0.370, p = 0.131), while anxiety (ρ = 0.022, p = 0.931) and grit (ρ = 0.032, p = 0.899) exhibited negligible positive correlations. Linearity tests further confirmed the absence of significant relationships. These findings challenge prevalent assumptions regarding the direct predictive power of psychological traits on short-term test performance in intensive preparation contexts. Instead, they suggest that variables such as instructional quality, baseline language proficiency, and contextual support systems may exert a greater influence on outcomes in brief, focused interventions. Although interest, anxiety, and grit are well-established correlates of long-term academic success, this study indicates their limited role in explaining achievement variance within condensed training formats. The study concludes by recommending further investigation into a broader range of cognitive, instructional, and situational factors that may impact TOEFL performance, particularly in English as a Foreign Language (EFL) settings characterized by limited resources or geographic isolation.
Copyright (c) 2025 Ahmad Jailani, Sri Kamaliasari, Susilawati, Kurniati http://creativecommons.org/licenses/by/4.0
Digital storytelling with Acehnese cultural values: A pathway to developing English writing competence
Proficiency in English academic writing is a critical competency for university students; however, pedagogical approaches often lack cultural relevance, which can impede engagement and skill development. This study investigated the efficacy of Digital Storytelling (DST) grounded in Acehnese local wisdom as a means to enhance students’ writing skills and reinforce their cultural identity. The pedagogical intervention explicitly encouraged students to integrate traditional Acehnese cultural elements, such as Meugang and Peusijuk, into their English compositions, thereby forging a meaningful connection between language acquisition and cultural heritage. Employing a quasi-experimental design, the research involved a purposive sample of 20 English major students from universities across Aceh. Writing proficiency was measured via pre-test and post-test assessments, while a supplementary questionnaire captured students’ perceptions of the DST methodology. Data were analyzed using SPSS software, applying both descriptive and inferential statistics. A Wilcoxon signed-rank test indicated a statistically significant improvement in overall writing performance, confirming the intervention's effectiveness. Findings demonstrate that students successfully incorporated Acehnese cultural narratives into their writing and reported heightened motivation, engagement, and enjoyment throughout the process. Specific gains were noted in vocabulary expansion, narrative idea generation, and confidence in English self-expression. However, development in technical aspects of writing—such as text organization and coherence—was only moderate, suggesting that DST may be more effective for stimulating cultural engagement and creative expression than for mastering formal writing conventions. These results underline the value of culturally responsive pedagogies in second language writing instruction.
Copyright (c) 2025 Sarair Syuja, Ika Kana Trisnawati, Yuniarti Yuniarti, Taufik Taufik http://creativecommons.org/licenses/by/4.0
Evaluating assessment practices in English programs: A study at Islamic higher education
This study examines the landscape of language assessment approaches within undergraduate English Education programs at Islamic higher education institutions. Employing a descriptive qualitative methodology grounded in a systematic literature-based analysis, the research outlines predominant trends, persistent challenges, and emergent opportunities in contemporary assessment practices. The findings indicate a continued dominance of traditional, summative assessment models, which persists despite national policy initiatives advocating for a paradigm shift toward formative, authentic, and technology-enhanced evaluation. Significant impediments to the adoption of these innovative approaches are identified, encompassing limited instructor assessment literacy, insufficient institutional support structures, and inadequate technological infrastructure. Conversely, the analysis notes a growing recognition of the potential inherent in digital assessment tools to transform pedagogical evaluation. In conclusion, the study proposes strategic recommendations, including targeted professional development for educators, systematic curricular reform, and the strategic integration of educational technology. These measures are suggested as essential for aligning assessment frameworks with the principles of communicative language teaching and the exigencies of 21st-century education. The implications of this research emphasize the necessity for systemic, context-sensitive reform to develop assessment models that more effectively foster language acquisition in the unique milieu of Islamic higher education.
Copyright (c) 2025 Chamisah Chamisah, Ridhwan M Daud http://creativecommons.org/licenses/by/4.0
Emotion regulation and support mechanism in pre-service English teachers’school-based practicum
The school-based practicum constitutes a critical component of teacher education, affording pre-service teachers authentic pedagogical experiences within actual classroom environments. Notwithstanding the established implementation of the Teaching Practice Program (PLP) in Indonesia, scholarly inquiry into emotion regulation and support mechanisms within this context remains limited. This study therefore seeks to investigate the emotional challenges encountered by pre-service English teachers during their practicum, the strategies they employ to regulate these emotions, and the support mechanisms that facilitate this process. Guided by the following research questions: (1) How do pre-service English teachers regulate their emotions in response to the affective challenges encountered during the school practicum? and (2) What support mechanisms contribute to their emotional management and professional development? the research is theoretically framed by emotion regulation theory, emotional labor theory, and communities of practice theory. A qualitative phenomenological methodology was employed, utilizing semi-structured interviews for data collection. Findings indicate that pre-service teachers frequently experience negative affective states, including anxiety, self-doubt, stress, and frustration. In response, they deploy an array of regulation strategies, such as meticulous planning, cognitive reappraisal, attentional deployment, and situational suppression. The study further highlights the essential function of structured support systems, which provide crucial emotional and instrumental assistance through mentorship, constructive feedback, and collaborative engagement.
Copyright (c) 2025 Paschalis Kurniawan Sanjaya, Paulus Kuswandono http://creativecommons.org/licenses/by/4.0
Layers of fear: A typology of speaking anxiety among EFL proposal presenters
English as a Foreign Language (EFL) learners frequently encounter significant challenges in developing oral proficiency, particularly within high-stakes academic contexts such as seminar proposal presentations. While speaking constitutes a fundamental dimension of language competence, many students exhibit difficulties in verbal communication despite the global prominence of English. This quantitative study investigates the speaking anxiety experienced by EFL students at UIN Ar-Raniry Banda Aceh, focusing on three distinct dimensions: communication apprehension, test anxiety, and fear of negative evaluation. Data were collected via standardized questionnaires from twelve participants across two cohorts (2017 graduates and 2021 active students), all of whom had completed seminar proposal presentations. Findings indicate that communication apprehension was the most prevalent form of anxiety, with all participants reporting moderate levels, manifested through behavioral cues such as hesitation, reduced eye contact, and note dependency. Test anxiety was also prominent, with 92% of respondents experiencing moderate symptoms, including physiological reactions (e.g., trembling, stammering) and cognitive difficulty in handling impromptu questions. In contrast, fear of negative evaluation was reported at low levels, potentially attributable to a supportive classroom environment and familiar audiences. These results underscore the multifaceted nature of speaking anxiety and its substantial influence on learner confidence in academic presentation settings. The study concludes by emphasizing the necessity for targeted pedagogical interventions designed to mitigate these affective barriers and enhance the oral communicative competence of EFL learners.
Copyright (c) 2025 Ghinan Nafsiha Basith, S.Pd.I., Dr. Dohra Fitrisia, S.Pd., M.Ed., Dr. Siti Sarah Fitriani, S.Pd., M.App.Ling., Dr. Iskandar Abdul Samad, S.Pd., M.App.Ling. http://creativecommons.org/licenses/by/4.0
Students’ listening comprehension problems and coping strategies in TOEFL tests
Listening comprehension is widely acknowledged as a critical component of second language proficiency, yet many learners continue to experience substantial difficulty in this skill, particularly in high-stakes assessment contexts such as the TOEFL. Despite its importance, research continues to highlight a gap in understanding the specific challenges faced by learners and the strategies they adopt to manage these demands. Accordingly, this study sought to explore the types of listening difficulties encountered by students during the TOEFL and to identify the strategies they employ to address them. Using a descriptive qualitative approach, data were collected from twenty undergraduate students who had previously taken the TOEFL through structured interviews and documentation analysis. The findings revealed several recurring challenges, including reduced concentration, unclear speaker voice, low audio quality, rapid delivery of speech, and unfamiliar vocabulary. Participants reported managing these difficulties through increased exposure and practice, maintaining stronger focus throughout tasks, utilizing top-down strategies such as identifying main ideas, and applying inferencing and prediction to anticipate information. Overall, the study illustrates the multifaceted nature of TOEFL listening challenges and emphasizes the value of explicit listening strategy instruction and regular practice within language programs. Future research involving more diverse learner populations is recommended to strengthen the generalizability and applicability of these findings.
Copyright (c) 2025 Khairiah Syahabuddin, Sa'i Sa'i, Azizah Azizah, Faradhila Faradhila, Tijan Al-Darary http://creativecommons.org/licenses/by/4.0
Interpreting pedagogical beliefs: English language teaching in Islamic educational institutions
Within Islamic educational institutions, English language instruction embodies a dual focus: the cultivation of linguistic proficiency and the transmission of ethical and spiritual values. This qualitative phenomenological study investigates the pedagogical beliefs of English teachers in Madrasah Aliyah (Islamic senior high schools) and their subsequent enactment in classroom practice. The research addresses two core questions: (1) What epistemological and pedagogical beliefs underpin their approach to English language teaching? and (2) How are these beliefs operationalized in instructional strategies and teacher-student dynamics? Conducted across three urban centers in Indonesia—Jakarta, Bogor, and Tangerang—the study engaged eleven experienced English teachers, each with over five years of service. Data were gathered via semi-structured interviews and non-participant classroom observations, then subjected to thematic analysis. Findings reveal that teachers conceptualize English not merely as a global lingua franca but as a vehicle for fostering ethical conduct and spiritual consciousness. This belief system manifests in pedagogical actions such as adapting secular textbook content, intentionally embedding Islamic principles into lessons, and modeling values of respect and integrity. The study concludes that a strong alignment exists between teacher belief and pedagogical practice within this faith-based context. It underscores the necessity for teacher education programs to explicitly bridge English language teaching methodologies with Islamic educational philosophy and calls upon curriculum developers to design materials that integrate linguistic and moral-ethical learning objectives.
Copyright (c) 2025 Hamzah Puadi Ilyas, Dr. Wini Tarmini, M.Hum http://creativecommons.org/licenses/by/4.0
The implementation of AI-based image recognition application in slang translation to develop a project-based learning model
The advent of AI-powered machine translation technology, particularly text-capture tools such as Google Lens, necessitates that younger generations develop competency in utilizing these applications. This study explores the integration of such technology into translation pedagogy through a digital project-based learning (PjBL) model, designed to enhance translation skills within an interactive educational framework. Translation performance was evaluated using a rubric assessing three key criteria: accuracy, acceptability, and readability. The research objectives were twofold: (1) to evaluate the quality of slang translation produced by students using Google Lens, and (2) to assess students’ understanding and application of this AI tool within a PjBL framework. A mixed-methods approach was employed, following a define-design-develop-disseminate (4D) model. Data were collected through validated tests administered to 75 English education students, organized into five groups. The findings indicate that the overall translation quality of slang terms was poor, with six out of ten target words receiving low scores. A moderate quality level was achieved for two words, and good quality for another two. Conversely, students demonstrated a strong operational understanding of the AI application, reporting familiarity and proficiency in its use for text capture and translation. This discrepancy highlights a gap between technical tool mastery and the critical application required for producing contextually appropriate translations, particularly of informal language like slang.
Copyright (c) 2025 Allif Syahputra Bania, Najihatul Faridy, Fiza Rauzika Al Tasa, Mulyani http://creativecommons.org/licenses/by/4.0
Structural classification of lexical bundles in Indonesian EFL textbooks for senior high school: A corpus-based study
Lexical bundles are fundamental to fostering language fluency and facilitating proficient academic writing, particularly within English as a Foreign Language (EFL) context. However, their prevalence and pedagogical utility in Indonesian EFL textbooks at the secondary level remain underexplored. This study examines the deployment of three-word lexical bundles in Indonesian senior high school EFL textbooks (grades 10–12) aligned with the Kurikulum Merdeka. Adopting a corpus-based methodology, the research employs AntConc software to analyze the frequency, structural composition, and functional distribution of identified bundles. The corpus consists of texts drawn from officially sanctioned textbooks corresponding to the new curriculum. Analysis revealed 53 distinct lexical bundles across the three grade levels. Structurally, noun phrase (NP)-based bundles predominated, followed by verb phrase (VP)-based and prepositional phrase (PP)-based bundles. These findings indicate a deliberate, graded progression in the linguistic complexity of the textbooks, which appears designed to scaffold the development of students’ academic language proficiency. This research contributes to a deeper understanding of lexical bundle integration in EFL instructional materials, underscores their pedagogical significance, and provides insights for future curriculum development and language teaching methodologies.
Copyright (c) 2025 Selza Azzahra Garini, Ikmi Nur Oktavianti http://creativecommons.org/licenses/by/4.0
Compliments styles across gender in artists’ Instagram comments: A study of language and emoji usage
Language serves a pivotal role in social interaction, including the performance of compliments as a key speech act for building rapport. This study conducts a sociolinguistic analysis of gendered differences in language style and emoji use within compliment exchanges on Instagram. Employing a descriptive qualitative methodology, the research utilizes a documentation approach to collect a corpus of 160 comments, evenly sampled from male and female users. These comments were extracted from ten Hollywood celebrity Instagram accounts (specifically, actors known for superhero film roles, each with over 10 million followers). Guided by Tannen’s (1990) Genderlect Style Theory, the analysis reveals significant gendered patterns. In same-gender interactions, men predominantly employ a “report talk” style, characterized by informative and referential language, whereas women favor “rapport talk,” which is more affiliative and collaborative. However, in cross-gender interactions, both genders demonstrate stylistic flexibility, utilizing a more balanced mix of report and rapport talk. Regarding paralinguistic features, male users show a greater tendency toward evaluative emojis, while female users more frequently employ expressive emojis. In terms of compliment topics, aligned with Holmes’s (1986) taxonomy, both men and women directed compliments across all major categories: appearance, ability/performance, possessions, and personality/friendship, indicating a shared thematic repertoire despite stylistic divergence.
Copyright (c) 2025 Raudatul Nurul Insan, Agus Eko Cahyono http://creativecommons.org/licenses/by/4.0
Teacher’s translanguaging technique in vocational schools: does it influence EFL students’ competence?
Translanguaging has emerged as a pivotal pedagogical approach, facilitating bilingual and multilingual practices that affirm the dynamic and flexible nature of language use in educational settings. This qualitative case study investigates the implementation of translanguaging techniques by an English teacher at Vocational High School 2 Wonosari. Data were collected through non-participant classroom observations and semi-structured interviews with a single teacher participant, selected through a purposive sampling. Thematic analysis of the data revealed that the teacher strategically employed translanguaging for key pedagogical functions, including concept explanation, instruction delivery, student motivation, and responsive feedback. These practices were further categorized into three distinct techniques: inter-sentential, intra-sentential, and tag translanguaging. From the teacher’s perspective, translanguaging served to diminish linguistic barriers, support vocabulary acquisition, and foster a more supportive and engaging classroom climate. The study concludes that translanguaging represents a strategic and effective pedagogical resource in multilingual EFL contexts, provided it is implemented flexibly and with sustained emphasis on target language exposure.
Copyright (c) 2025 Muhammad Arif, Yuyun Yulia, Sari Hidayati http://creativecommons.org/licenses/by/4.0
Enhancing EFL students’ engagement through Canva talk up media in a pesantren-based school
This study was motivated by low levels of student engagement in English language learning within Pesantren-based (Islamic boarding school) educational settings, a context often characterized by conventional pedagogy and a scarcity of interactive instructional media. The research aimed to analyze the efficacy of Canva Talk Up media as a tool for enhancing engagement among English as a Foreign Language (EFL) students in this specific environment. Employing a qualitative descriptive design, the study involved one English teacher and four tenth-grade students at a Pesantren in East Java. Data were gathered through semi-structured interviews, non-participant classroom observations, and document analysis, and subsequently analyzed using thematic analysis. The findings indicate that the implementation of Canva Talk Up media significantly increased student engagement. This was facilitated by its visually compelling design, interactive features, and provision of an enjoyable platform for language practice. Concurrently, the teacher demonstrated enhanced proficiency in integrating technological, pedagogical, and content knowledge (TPACK). The study concludes that Canva Talk Up is an effective pedagogical tool for fostering student participation in this context, notwithstanding persistent challenges such as limited internet connectivity and device availability. The implications highlight the necessity for targeted teacher professional development and improved institutional investment in technological infrastructure to optimize the integration of digital learning media within Pesantren-based schools.
Copyright (c) 2025 Andina Silvi Amalia, Dwi Fita Heriyawati http://creativecommons.org/licenses/by/4.0
Feedback as a tool for academic independence: A study on EFL students’ research project writing at NUBTK
This study investigates feedback as a scaffolded, mediational process within the framework of Vygotsky’s Sociocultural Theory (SCT), examining its role in the research writing development of EFL students at the Northern University of Business and Technology Khulna (NUBTK). A cross-sectional survey was administered to 30 students who had completed EFL research projects in 2024, utilizing a 15-item online questionnaire. Descriptive analysis of the data reveals that feedback serves a dual mediational function: it scaffolds both structural coherence and linguistic accuracy while simultaneously facilitating the internalization of complex academic concepts, thereby fostering critical thinking and argumentation skills consistent with SCT's concept of guided cognitive challenge. The findings further indicate that verbal feedback is perceived as the most effective modality for synchronous, interactive mediation, whereas written feedback demonstrates greater variability in its perceived impact. Feedback also functions as a significant motivational and affective catalyst, bolstering student confidence and supporting their progression toward autonomous academic writing. The timeliness and individualization of feedback were identified as critical moderators of its perceived effectiveness. While this study offers insights into student perceptions, its generalizability is constrained by the cross-sectional design, reliance on self-reported data, and single-institution sample. The implications suggest the need for a balanced, multi-modal feedback regimen—integrating verbal, written, and technology-mediated approaches—aligned with SCT principles of scaffolding and gradual internalization. Future research should employ longitudinal designs and incorporate triangulated data from feedback providers to develop a more comprehensive understanding and to inform effective pedagogical policies and practices.
Copyright (c) 2025 Hasan Shaikh http://creativecommons.org/licenses/by/4.0
Subtitled, streamed, and spoken: Virtual immersion as a pedagogical framework for foreign language learning
This study examines the impact of virtual immersion on foreign language acquisition among Indonesian university students. It specifically explores how learners utilize digital environments—including streaming platforms, social media, and language applications—to develop linguistic proficiency and intercultural competence, and investigates methods for integrating these informal practices into formal curricular structures. Grounded in theories of Second Language Acquisition (SLA), sociocultural theory, and task-based language teaching, the research employed a quantitative-descriptive design. Data were collected via a structured questionnaire administered to 164 multilingual undergraduates studying English, Japanese, French, Chinese, and Korean. Analysis using descriptive statistics and thematic coding revealed that participants actively engage with subtitled media, online communities, and language apps, reporting significant gains in vocabulary and grammatical recognition. However, development in productive skills, particularly oral proficiency, remained limited without scaffolded interaction and feedback. While students exhibited high motivation through self-directed content selection, they identified a critical need for institutional scaffolding, educator training, and technological support. These findings informed the development of a five-component Virtual Immersion Integration Framework, which synergizes authentic digital content, collaborative tasks, intercultural pedagogy, motivational design, and instructional support. This study contributes to the domain of technology-enhanced language learning by providing an evidence-based, scalable model to align informal digital immersion practices with formal higher education curricula in multilingual settings.
Copyright (c) 2025 Aji Setyanto, Hipolitus Kristoforus Kewuel, Sigit Prawoto http://creativecommons.org/licenses/by/4.0
Exploring higher order and lower order thinking skills in Indonesian junior high school ELT textbooks
English textbooks play a pivotal role in supporting English as a Foreign Language (EFL) learning, particularly for junior high school students. Critical thinking skills are essential for enhancing students’ English language proficiency. This study investigates the representation and frequency of Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) in instructional questions within the Grade VII Indonesian ELT textbook (2017 revised edition) published by Kemendikbud, widely used in Indonesian public schools. Employing a qualitative content analysis approach, this study utilized the revised Bloom’s Taxonomy to analyze the data, which were quantified into percentages and frequencies. Findings reveal a higher prevalence of LOTS compared to HOTS in the textbook’s instructional questions. Consequently, teachers are encouraged to creatively adapt these questions to foster critical thinking. Additionally, future textbook authors should prioritize integrating more HOTS-based questions to enhance students’ critical thinking skills in ELT contexts.
Copyright (c) 2025 Dinda Bunga Shabrina http://creativecommons.org/licenses/by/4.0
EFL pre-service teacher identity development during international teaching practicum program: A narrative study
The international teaching practicum provides pre-service English teachers with opportunities to enhance their professional experiences and develop their teacher identity. This study explores the professional identity development of two Indonesian pre-service English teachers during a one-month teaching practicum in the Philippines, focusing on the factors shaping this process through the lens of teacher professional identity. The research centers on two students from the English Education Department at a private university in Yogyakarta. Employing a qualitative narrative approach, data were gathered through semi-structured interviews and analyzed thematically within the framework of teacher professional identity. Findings reveal that the practicum significantly advanced the participants’ professional identity across its key dimensions. Mentor teachers’ guidance, positive student relationships, and a supportive practicum environment were critical to this development. These results highlight the interplay between individuals and their environment, emphasizing the need for a nurturing setting to foster personal and professional growth.
Copyright (c) 2025 Arilia Triyoga http://creativecommons.org/licenses/by/4.0
Exploring ecolinguistics: A new paradigm for tourism English learning
This study investigates the integration of ecolinguistic principles into English language instruction for tourism students to enhance their environmental awareness and communication skills. Employing a qualitative approach, the research involved 29 tourism students at the Denpasar Academy of Tourism in Indonesia. Data were gathered through a practical adventure tour activity and individual interviews. The findings reveal that ecolinguistic strategies significantly improved students’ use of environment-related vocabulary, increased their confidence in discussing ecological issues in English, and cultivated a stronger sense of environmental responsibility. The study suggests that embedding ecolinguistics in English tourism education equips future professionals with the linguistic tools to promote sustainability in the tourism industry.
Copyright (c) 2025 I Gede Astawa http://creativecommons.org/licenses/by/4.0
Exploring the role of online machine translation in language classrooms: Indonesian EFL learners’ views and practices at Islamic university
The integration of Online Machine Translation (OMT) into English as a Foreign Language (EFL) classrooms has ignited discussions about its practical use and ethical implications, particularly in Islamic universities where academic integrity is a core value. This study investigates the role of OMT in language instruction, explores Indonesian EFL learners’ perspectives on its use, and identifies strategies to address the challenges it presents. Employing a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews with three students and two lecturers selected via purposive sampling, and document analysis. Thematic analysis was used to interpret the findings. Results reveal that OMT enhances students’ vocabulary, serves as a writing aid, and supports speaking practice in the language classroom. It offers benefits such as time efficiency, valuable features, and user convenience. However, challenges including inaccuracies, mistranslations, over-reliance, and excessive dependency were also evident. Both students and lecturers proposed strategies to mitigate these issues, such as fostering awareness of academic integrity among Islamic university students and restricting OMT use in classroom settings.
Copyright (c) 2025 Alfi Nur Nadiva Soetam Rizky, Wahyu Indah Mala Rohmana http://creativecommons.org/licenses/by/4.0
Investigating madrasa students’ self-efficacy in English language learning: Survey research in a public madrasa in Bandung
The researcher observed that most students at State Madrasa 2 Bandung lack confidence in learning English. This lack of confidence arises from anxiety about making mistakes when speaking English and concerns about failing to meet learning objectives. To address this issue, the present study evaluates the self-efficacy levels of a single class of twelfth graders at a State Madrasa in Bandung regarding English learning. The study adopted a quantitative approach, using descriptive surveys and a series of questionnaires as research instruments. The survey findings revealed that most students exhibited a moderate level of self-efficacy in learning English. According to the questionnaire responses, students’ self-efficacy levels varied from high to low across different topics. Based on these findings, students with high self-efficacy are encouraged to sustain it, while those with moderate or low self-efficacy require teacher support and engagement to improve. Therefore, it is recommended that teachers adopt appropriate strategies and approaches, along with providing motivation, to enhance students’ self-efficacy.
Copyright (c) 2025 Zubaedah Wiji Lestari http://creativecommons.org/licenses/by/4.0
Manifesting community language learning activities in Islamic boarding school speaking program
Community Language Learning (CLL) is an educational approach designed to foster speaking proficiency. This study explores the application of CLL activities within an English-speaking program at an Islamic boarding school in Indragiri Hilir Regency, Riau. Employing a qualitative case study methodology, data were gathered through observations, interviews, and document analysis, involving four teachers and two students. Findings reveal that the CLL approach was implemented through four key activities: repetition, free conversation, listening practice, and daily speaking exercises, supported by media such as vocabulary boards (Richards & Rodgers, 2001). These activities significantly enhanced students’ speaking skills, fostering an interactive and collaborative learning environment. In conclusion, specific CLL activities proved effective for developing speaking proficiency in this Islamic boarding school context. Recommendations include addressing identified challenges to further optimize program effectiveness.
Copyright (c) 2025 Bukhori Bukhori, Muhammad Irsyad http://creativecommons.org/licenses/by/4.0
Textual and linguistic characteristics in ELT research article abstracts: Insights from Indonesian novice writers
In academic writing, particularly in research article abstracts, rhetorical moves and linguistic features are pivotal for effectively communicating findings to a broad audience. This study explores the rhetorical moves employed by Indonesian novice writers in their research article abstracts and their linguistic realization. Using a descriptive qualitative design, we analyzed 25 English Language Teaching (ELT) abstracts written by Indonesian novice writers, employing a checklist instrument for data collection. The results indicate that purpose and product moves are obligatory, method and conclusion moves are conventional, and introduction moves are optional. Rhetorical patterns predominantly follow a linear structure, with embedded and less frequent moves occurring less often. Linguistically, active voice prevails across all moves, surpassing passive voice usage. Present tense is the most common, followed by past, perfect, and future tenses. Key interactional metadiscourse devices, including hedges, boosters, and attitude markers, are evident, while engagement markers and self-mentions are notably absent. This study underscores variations in rhetorical structures and linguistic features among Indonesian novice writers, offering insights to enhance their academic writing practices.
Copyright (c) 2025 Zulfikri Malik, Slamet Setiawan http://creativecommons.org/licenses/by/4.0
Exploring effective English learning strategies for athlete students at a senior high school
This study investigates the English learning strategies employed by athlete students at a senior high school in Kalasan, Yogyakarta, aiming to pinpoint the most effective approaches aligned with their learning preferences. Utilizing a quantitative research design, data were gathered through the Strategy Inventory for Language Learning (SILL) from 26 athlete students actively involved in diverse sports. The results indicate that cognitive strategies, employed by 76% of participants, emerged as the most prevalent, underscoring the students’ inclination toward practical, problem-solving activities. Social strategies, with a 73% usage rate, emphasized the value of collaboration, while affective strategies, at 63%, addressed emotional factors such as motivation and anxiety management. In contrast, compensatory (61%), metacognitive (61%), and memory (59%) strategies showed moderate to lower adoption, suggesting opportunities for further development. The findings highlight cognitive, social, and affective strategies as particularly effective for athlete students, offering practical guidance for educators to adapt teaching methods that balance the competing demands of academic achievement and athletic commitments.
Copyright (c) 2025 Maulidarni Saputri http://creativecommons.org/licenses/by/4.0
Dynamic EFL learning application through assemblr EDU for student’s creative writing
Technological advancements hold immense potential for transforming teaching and learning, yet many students struggle to effectively harness digital tools, especially in creative writing. Assemblr EDU (edu.assemblrworld.com), an application that leverages 3D and Augmented Reality (AR) technology, enables users to craft interactive and engaging educational content. Despite its availability as a free resource, a persistent gap in students’ digital literacy prevents them from fully exploiting tools like assemblr EDU for academic purposes. This study explores how assemblr EDU can spark interest in EFL (English as a Foreign Language) learning and elevate learning outcomes. Employing a qualitative descriptive approach, the research involved 38 university students and found that assemblr EDU significantly enhances the development of captivating, interactive learning materials. Students reported that visualizing characters and story elements through the platform made creative writing more enjoyable, effectively bridging the digital literacy divide while cultivating an immersive and motivating learning environment. Ultimately, this approach markedly improves students’ creative writing abilities and overall EFL proficiency.
Copyright (c) 2025 Arjulayana arjulayana, Tri Pujiati http://creativecommons.org/licenses/by/4.0
Fostering collaborative learning in ESP: AI-driven approaches integrating learning styles and multiple intelligences
The growing demand for English for Specific Purposes (ESP) calls for innovative learning methodologies that address diverse cognitive profiles. However, traditional ESP education often overlooks individual learning styles and multiple intelligences. This study explores how AI can enhance collaborative ESP learning by accommodating varied learning preferences, asking: How can AI improve collaborative ESP training by adapting to diverse learning styles and intelligences? A mixed-methods experimental design involved 100 university students from Engineering, Medicine, and Business, divided into experimental and control groups. The experimental group received AI-supported collaborative ESP training tailored to their learning styles and intelligences, while the control group followed conventional methods. Results showed the experimental group demonstrated significantly higher motivation, engagement, learning outcomes, and improved communication and collaboration skills. These findings suggest that integrating AI with cognitive-based learning models enhances collaborative ESP environments through adaptive content delivery, dynamic grouping, and personalized feedback, fostering more inclusive and effective professional language learning.
Learning styles and multiple intelligences
Applied Linguistics (Language Teaching in Diverse Contexts)
Technology and ICT Integration in Language Teaching
Copyright (c) 2025 Andi Asrifan, Luís Miguel Oliveira de Barros Cardoso, K.J. Vargheese http://creativecommons.org/licenses/by/4.0
The effect of YouTube videos with immersive learning strategy on young learner speaking performances
This study seeks to evaluate the impact of YouTube videos incorporating an immersive learning strategy on the speaking performance of young learners. It is designed as a quantitative research project. The participants consist of all fifth-grade students at Islamic Primary School 6 Banda Aceh during the 2023/2024 academic year, totaling 40 students—20 engaged in pair learning and 20 in individual learning. A random sampling method was implemented using Google Forms. Data collection involved an oral pre-test and post-test or interview as the primary instrument. The data were analyzed statistically with the Wilcoxon signed-rank test to determine the p-value for four speaking skills. The results revealed a sig 2-tailed value of 0.000 for all four items, falling below the 0.05 significance level. This indicates that YouTube videos with an immersive learning strategy significantly influenced the speaking performance of young learners, particularly in expressing personal needs. These findings carry pedagogical implications for EFL teachers, encouraging the use of YouTube videos to improve students’ speaking abilities. The results can guide teachers and curriculum designers in choosing and organizing learning activities to optimize language development outcomes through a student-centered approach.
Copyright (c) 2025 Siti Zuhra, Asnawi Muslem, Muhammad Aulia http://creativecommons.org/licenses/by/4.0
Unveiling EFL students’ views on gamified learning experience: A survey study
Gamification has gained power in education for its potential to boost student motivation through engaging, game-like experiences. However, the specific dimensions driving its effectiveness in language learning remain underexplored. This study investigates English as a Foreign Language (EFL) students’ perceptions of gamified learning tools (e.g., Classcraft, Kahoot! Quizizz, Duolingo) in enhancing their English acquisition. A cross-sectional survey design was employed, utilizing the GAMEFULQUEST online questionnaire to capture immediate responses from 155 EFL students at a state university in Central Java, Indonesia. Participants, selected via purposive sampling, had experience with gamified learning platforms inside and outside the classroom. Findings revealed high satisfaction across all seven dimensions of the gamified experience, with no significant variations by gender or age. These results highlight the universal appeal of gamification in EFL contexts and provide a foundation for future research.
Copyright (c) 2025 Muhamad Laudy Armanda, Joko Priyana http://creativecommons.org/licenses/by/4.0
Embracing inclusiveness: A discourse analysis of cultural representation in Indonesian EFL textbook
In Indonesia, it is a national priority for students to develop the ability to interact and communicate with people from diverse backgrounds. Consequently, English as Foreign Language (EFL) textbooks play a crucial role in embedding this value. While previous studies have extensively explored multiculturalism in Indonesian EFL textbooks, little attention has been given to textbooks published internationally. This study addresses this gap by examining English in Mind Second Edition, an internationally published EFL textbook used by Indonesian junior high school students learning English. Employing a critical discourse analysis approach, this study investigates the inclusivity values portrayed in the textbook. The analysis reveals that the textbook demonstrates a strong commitment to promoting inclusivity. However, caution is advised when relying solely on this textbook to foster an inclusive educational environment in Indonesia. The use of foreign-published textbooks, while potentially controversial, offers a valuable opportunity to cultivate inclusivity.
Copyright (c) 2025 Arvan Permana Habib, Nida Husna, Didin Nuruddin Hidayat http://creativecommons.org/licenses/by/4.0