Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP
Since IKIP Mataram changed into Universitas Pendidikan Mandalika (UNDIKMA) with the Decree of the Minister of Research and Technology Number 953/KPT/I/2019 on October 10, 2019, the Faculty of Language and Arts Education also changed into Faculty of Culture, Management, and Business (FBMB). Consequently, Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is published by the Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika (UNDIKMA). Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP has been accredited with SINTA 2 by the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia. This accreditation is based on the Decree Number: 10/C/C3/DT.05.00/2025, dated March 25, 2025. Journal title : Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Initials : Jo-ELT Abbreviation : J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pendidik. Bhs. Ingg. IKIP Mataram Frequency : 2 issues per year (June & December) DOI : Prefix 10.33394 by ISSN : 2355-0309 (Print) | 2548-5865 (Online) Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) Indexed : <a style="text-decoration: underline;" href="https://doaj.org/toc/2548-5865?source=%7B%22query%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222355-0309%22%2C%222548-5865%22%5D%7D%7D%5D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%2C%22track_total_hits%22%3Atrue%7D" target="_blank" rel="noopener">DOAJ | SINTA | Google Scholar
Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)
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Culturally Responsive Project-Based Learning: Enhancing Academic Writing Skills of Cambodian Students in Indonesia
Academic writing skills in English are crucial competencies for foreign students, including Cambodian students at Malikussaleh University, but challenges such as linguistic differences and a lack of contextual practice often hinder their achievement. Although Project-Based Learning (PBL) is considered an effective approach, research on its implementation for small groups of foreign students in Indonesia is still limited, especially for the Southeast Asian cultural context. This study aims to analyze the effectiveness of PBL in improving the academic writing skills of Cambodian students while exploring their response to the method. Using a mixed-methods design with a one-group pretest-posttest approach, the study involved 7 Cambodian students who took PBL-based English courses for one semester. Results showed a significant improvement (p < 0.05) in the organization of ideas, grammar, and vocabulary, alongside positive feedback on increased confidence and collaboration. These findings prove that PBL can be adapted to small classes of foreign students, although modifications are needed to address constraints like ability heterogeneity. This research offers a contextual PBL model for Cambodian learners in Indonesia and contributes to the literature on PBL in specific EFL settings.
Copyright (c) 2025 Rasyimah Rasyimah, Muhammad Iqbal, Novi Diana, Ristawati Ristawati, Hasniyati Hasniyati https://creativecommons.org/licenses/by-sa/4.0
Designing a Functional Approach Daily Conversation Module for Beginner EFL Learners
Communicating effectively in daily conversations remains a challenge for many Indonesian EFL learners, particularly beginners, who often struggle with fluency, vocabulary limitations, and a lack of confidence. This study aimed to design, develop, and validate a contextual daily conversation module using the Functional Approach within the ADDIE instructional model. A needs analysis involving students, alumni, and a course coordinator revealed learners’ preference for contextual topics, scaffolded practice, and bilingual support. The design phase translated these findings into structured lesson plans and communicative tasks, while the development phase involved expert validation to refine the module. The novelty of this study lies in its integration of the Functional Approach with bilingual scaffolding, a combination rarely explored in Indonesian tertiary EFL contexts. The resulting module features functional expressions, bilingual glossaries, authentic conversational topics, and reflective activities, all validated as highly appropriate by experts. Beyond its immediate context, the module provides a scalable model for other institutions seeking to enhance students’ communicative competence through context-responsive materials.
Copyright (c) 2025 Aris Dwi Intan Aprianti, Iwan Jazadi, Sartika Sartika, Elli Marliana https://creativecommons.org/licenses/by-sa/4.0
The Integration of Artificial Intelligence into English Language Teaching: Voices from Vietnamese EFL Teachers
The advent of sophisticated artificial intelligence (AI) technologies has resulted in the significant influence of AI on the process of English language teaching (ELT) and learning. Notwithstanding the greater penetration of AI into language education, little research focuses on English as a foreign language (EFL) teachers’ perspectives on AI integration into English classrooms at tertiary education in the Vietnamese context. This qualitative study examined four Vietnamese EFL teachers’ perceived benefits and challenges of utilizing AI in English language teaching. To analyse qualitative data from the semi-structured interviews, the thematic analysis approach was adopted. The findings revealed that Vietnamese EFL teachers perceived AI as an essential teaching aid in their teaching process as the adoption of AI could enhance their teaching methods. The current study has important practical implications for language teachers, learners, and policymakers such as the stimulation of personalized learning, increase in student motivation and engagement in learning activities, and difficulties in using AI in ELT to promote an improvement in English language education quality.
Copyright (c) 2025 Thao Quoc Tran, Tu Minh Nguyen https://creativecommons.org/licenses/by-sa/4.0
The Influence of Teacher Professionalism, Motivation, Attitude, and Culture on English Proficiency: Evidence from South Sulawesi, Indonesia
Proficiency in English serves as a crucial metric for assessing educational quality and employability in multilingual regions. In South Sulawesi, Indonesia, disparities persist due to variations in teacher professionalism, motivation, attitude, and cultural environment. This study investigates how these factors collectively influence students’ English proficiency. Data were gathered from 100 teachers and 300 students through surveys, interviews, and classroom observations using a mixed-methods design. Quantitative analysis revealed that teacher professionalism showed the strongest correlation with English proficiency (r = 0.65, β = 0.45), followed by teacher attitude (r = 0.60, β = 0.40) and motivation (r = 0.58, β = 0.38), while cultural influence had a moderate effect (r = 0.50, β = 0.30). Qualitative findings highlighted that limited professional development, insufficient institutional support, and strong local linguistic identity hindered teaching effectiveness, particularly in rural areas. The study emphasizes that enhancing teacher training, sustaining motivation, and applying culturally responsive pedagogies are vital for improving English outcomes. These insights provide practical guidance for policymakers and teacher education programs seeking to strengthen English instruction in multilingual educational settings.
Copyright (c) 2025 Andi Asrifan, Luís Miguel Oliveira de Barros Cardoso, Raveenthiran Vivekanantharasa https://creativecommons.org/licenses/by-sa/4.0
Integrating Islamic Narratives into Digital English Language Teaching
The incorporation of digital platforms in English as a Foreign Language (EFL) instruction offers significant potential for embedding culturally relevant content, especially in settings emphasizing moral education. This study is one of the first to investigate the use of Islamic narratives in digital EFL instruction in South Sumatra, focusing on how junior high school English teachers perceive and utilize these stories to enhance language learning and character development. Employing a qualitative case study methodology with eight teachers from public and Islamic schools, the findings indicate that teachers view Islamic narratives positively as tools for increasing student engagement and internalizing moral values. They effectively employ digital tools such as YouTube and WhatsApp to create culturally responsive instruction. However, challenges persist, including limited infrastructure and insufficient training. The implications of this research highlight the necessity of professional development programs and curriculum designs that integrate Islamic storytelling into EFL pedagogy. By contributing to the global discourse on culturally responsive pedagogy, this study emphasizes the importance of teacher digital literacy and localized content adaptation in diverse educational contexts.
Copyright (c) 2025 Weni Pratiwi, Ranidya Ayu Muthiah https://creativecommons.org/licenses/by-sa/4.0
A Self-Regulated English Medical Terminology E-Module: Design and Validation for Health Sciences Students
English for Medical Purposes (EMP) is essential for equipping health science students to communicate proficiently in both academic and clinical environments. Nonetheless, current English for Specific Purposes (ESP) programs frequently prioritize general proficiency over the systematic instruction of discipline-specific vocabulary via digital platforms. This study aimed to create and validate a self-directed e-module intended to improve medical English terminology acquisition among health science students. The study employed a Research and Development (R&D) methodology based on the ADDIE model, encompassing the design, development, implementation, and assessment phases. The Canva-based e-module integrated multimedia components, including pronunciation audio, interactive exercises, and self-assessment activities. Expert validation yielded an average feasibility score of 91.25% for material aspect and 93.75% for media aspect, while student practicality reached 89.02%, indicating strong pedagogical and technological soundness. The results confirm that systematic instructional design combined with interactive digital tools effectively supports autonomous vocabulary learning in ESP contexts. This study contributes a replicable framework for localized digital material development in medical English education, advancing learner autonomy and engagement in health science programs.
Copyright (c) 2025 Farida Noor Rohmah, Yuyun Nailufar, Royan Utsani https://creativecommons.org/licenses/by-sa/4.0
Validating EFL Students’ Evaluations of a Compulsory Matriculation Program: Links to Motivation in an Indonesian Context
Effective management of language programs involves multifaceted components, particularly regarding quality assurance. However, evaluations by program management often overlook student perspectives due to biases, perceived insignificance, or a tendency to view such assessments as routine. This study aimed to investigate students’ quality assessments of a compulsory English matriculation program in an Indonesian private university. A questionnaire, adapted from Student Evaluation of Educational Quality (SEEQ), was distributed to 390 students across eight departments. Descriptive analysis revealed that while students provided predominantly favourable evaluations across all assessed aspects, dimensions of assessment clarity, task relevance, and classroom interactions received comparatively lower ratings. Confirmatory Factor Analysis demonstrated the instrument's validity and reliability, along with its overall good fit measures. Lastly, Pearson Correlation Analysis indicated positive and significant correlations between students' perceived quality of the program and their motivation, with the strongest one on their self-determination. By promoting an environment that prioritizes quality assurance through student evaluations and feedback, educational institutions can stimulate increased student motivation and improve overall outcomes in language acquisition.
Copyright (c) 2025 paulus Widiatmoko https://creativecommons.org/licenses/by-sa/4.0
Integrating Motivation, Time Management, and Metacognitive Strategies to Enhance EFL Academic Writing in Indonesian Higher Education
Many EFL students in Indonesia struggle to organize ideas, build coherent arguments, and follow academic conventions, highlighting the need for strong self-regulated learning skills in motivation, time management, and metacognitive awareness. This study examined how these three factors interact to enhance students’ writing performance in Indonesian universities. Using a mixed-methods approach, data were collected from 110 students across three universities through questionnaires and semi-structured interviews. Quantitative results revealed significant positive relationships among motivation, time management, and metacognitive strategies, indicating that these components support each other in developing writing competence. The qualitative findings further explained this connection, showing that students were motivated but often influenced by grades and deadlines. They managed their time by dividing writing tasks into smaller steps and used metacognitive strategies such as planning, monitoring, and revising with teacher feedback. These findings emphasize the value of integrating motivation, time management, and metacognitive strategies in writing instruction to strengthen self-regulated learning and academic writing performance. The study provides useful implications for lecturers, curriculum designers, and higher education policymakers.
Copyright (c) 2025 Sinarman Jaya https://creativecommons.org/licenses/by-sa/4.0
Bridging Technology and Pedagogy: A Qualitative Study of Deep Learning-Based Hybrid Learning in English for Business
This study investigates how deep learning–based artificial intelligence (AI) can effectively support hybrid learning in English for Business courses. In response to rapid technological change in higher education, the research explores how digital tools can complement human teaching and learning. Using a qualitative case study design, data were collected from 10 lecturers and 15 students through interviews, classroom observations, and document analysis. The findings reveal that AI-enabled features, such as personalized learning paths, instant feedback, and gamified activities, enhanced students’ motivation, supported self-paced learning, and improved awareness of individual strengths and weaknesses. However, participants also reported challenges, including limited digital literacy, unstable internet access, and difficulty managing multiple platforms. Importantly, both lecturers and students emphasized that human interaction remains crucial, with real-time discussion, collaborative activities, and instructor guidance playing key roles in developing confidence and business communication skills. The study concludes that successful AI-enhanced hybrid learning requires not only technological innovation but also strong institutional support and thoughtful pedagogical practice. AI should be viewed as a complementary tool rather than a replacement for the human connections essential to meaningful language learning.
Copyright (c) 2025 Restu Januarty Hamid, Rampeng, Rosmawati Abdul Maing, Asdar Asdar https://creativecommons.org/licenses/by-sa/4.0
Oral Presentations as Catalysts for Critical Thinking: Indonesian EFL Students’ Perceptions
Critical thinking is a core competency in higher education, especially in EFL contexts where students must engage both linguistically and cognitively. This study investigates how oral presentations function as catalysts for critical thinking among Indonesian EFL undergraduates. Guided by an interpretive phenomenological approach, data were collected from 13 English education majors through reflective journals and semi-structured interviews and analyzed using Braun and Clarke’s thematic framework. One salient finding shows that students strengthened analytical reasoning and reflective judgment through both individual and collaborative presentation practices. Four themes emerged: presentations triggered analytical reasoning, fostered reflective learning, enhanced confidence, and revealed contrasts between individual and group tasks. These findings illustrate that oral presentations provided authentic opportunities for students to analyze information, evaluate arguments, and engage in collaborative reasoning. The study thus offers empirical evidence that classroom presentations can foster sustained cognitive engagement when accompanied by structured reflection. The study demonstrates that oral presentation tasks can effectively promote students’ intellectual engagement, and it contributes to EFL pedagogy by underscoring the role of reflection, scaffolding, and balanced task design in enhancing critical thinking within oral presentation courses. It suggests that incorporating structured reflection and guided feedback into public speaking classes can strengthen both linguistic performance and cognitive growth.
Copyright (c) 2025 Hamzah Puadi Ilyas, Istaryatiningtias Istaryatiningtias https://creativecommons.org/licenses/by-sa/4.0
Enhancing Speaking Participation Through Project-Based Learning in EFL Classrooms
Speaking skills continue to be a challenge for many Indonesian EFL learners, caused by anxiety, limited confidence, and teacher-centered practices. Although Project-Based Learning (PjBL) has been widely introduced to enhance communication and collaboration, the evidence on its effectiveness in improving speaking participation in Indonesian high schools is still limited. Therefore, this study aimed to investigate the effectiveness of PjBL in enhancing students’ active participation in English-speaking activities. Using a Classroom Action Research (CAR) design, the study involved 37 students of class XI IPS-5 at SMAN 1 Keruak during the 2024 academic year. Data were collected through observation sheets, teacher’s written reports, and student questionnaires, focusing on five indicators of speaking participation: asking questions, answering, engaging in discussions, expressing opinions, and delivering presentations. The findings show a noticeable improvement in students’ active participation recorded throughout the observation and the field notes. Students’ participation shifted from limited participation in cycle 1 to confident participation and full involvement during presentation by cycle 2. The questionnaire results revealed that from the 34 students, 100% reported increased confidence in speaking, over 90% indicated higher motivation and enjoyment, and 97% stated that PjBL helped them better understand the lesson. These outcomes illustrate that PjBL not only strengthens language skills but also supports confidence, motivation, and collaborative engagement. The findings have important implications for educators seeking to address the low speaking participation of English as Foreign Language (EFL) learners through the use of (PjBL).
Copyright (c) 2025 Lalu Ari Irawan, Ramli Ahmad https://creativecommons.org/licenses/by-sa/4.0
Unveiling the Power of Collaboration: Collaborative Strategic Reading in Enhancing Undergraduate Reading Comprehension
This study investigates the effects of Collaborative Strategic Reading (CSR) on undergraduate students’ reading comprehension. A convergent parallel mixed-methods design was employed, involving 30 purposively selected undergraduate students (11 males and 19 females, aged 18-20) enrolled in reading comprehension courses. Data were collected using reading comprehension tests and questionnaires, and were subsequently analyzed with SPSS to evaluate the impact of the CSR intervention. The results demonstrated a statistically significant improvement in students’ reading scores, as evidenced by a t-test result at the 0.05 significance level (p = 0.000 < 0.05). These findings confirm the effectiveness of CSR as an instructional strategy for enhancing reading comprehension. Students particularly commended CSR’s straightforward structure and ease of adaptation into the curriculum. Thus, the study concludes that CSR not only sharpens academic reading but also increases motivation to engage in reading. This study seeks to close the gap between theoretical research and practical teaching approaches, showcasing the need for the implementation of CSR in higher education.
Copyright (c) 2025 Rengganis Siwi Amumpuni, Rudi Hartono, Dwi Rukmini, Rahayu Puji Haryanti https://creativecommons.org/licenses/by-sa/4.0
English Pre-service Teachers’ Perceptions on the Role of Microteaching in the Teaching Practice Program
This study investigated the perceptions of English preservice teachers at Universitas Riau regarding the role of microteaching in preparing them for the teaching practice program. Microteaching is a fundamental element of teacher education, designed to develop essential pedagogical competencies prior to real classroom teaching. An explanatory sequential mixed-method design was employed, beginning with a survey of 64 eighth-semester preservice teachers and followed by interviews with six purposively selected participants who reflected both positive and critical perspectives. The 19-item questionnaire demonstrated high reliability (Cronbach’s Alpha = 0.859). Quantitative findings indicated that preservice teachers perceived microteaching as highly beneficial across four domains: lesson planning (M = 3.9), lesson preparation (M = 3.8), teaching skills (M = 3.9), and self-confidence (M = 3.9). These results were supported by interview data, which highlighted that microteaching facilitated systematic lesson design, encouraged interactive pedagogical techniques, and strengthened confidence in classroom delivery. At the same time, participants also reported challenges, including classroom management difficulties, limited authenticity of simulations, lack of supervision, time constraints, and anxiety in transitioning to actual classrooms. Overall, the study suggested that microteaching is an effective preparatory stage; however, its impact was constrained by the gap between simulated practice and real classroom contexts. Despite limitations related to sample size, this study contributed to teacher education discourse by underscoring the pedagogical value of microteaching and recommending curriculum refinement, mentorship, and greater integration of authentic classroom experiences.
Copyright (c) 2025 Vella Dwi Rahayu, Indah Tri Purwanti, Mahdum Mahdum https://creativecommons.org/licenses/by-sa/4.0
AI as a Study Partner: Exploring Homework Practices, Challenges, and Potentials Among Non-EFL University Students
The rapid integration of generative Artificial Intelligence (AI) in higher education has created a new landscape filled with both opportunities and challenges, especially in the context of language learning. While AI offers undeniable convenience for English language tasks, its independent use creates significant ethical and pedagogical dilemmas. This study, therefore, aims to explore these challenges and the potential of AI in completing English language course homework. This case study utilized semi-structured interviews and thematic analysis to describe and explain the revealed duality in the role of AI. The research reveals a duality in the role of AI. As a positive catalyst, AI serves as an effective cognitive assistant, providing ideational frameworks, initial concepts, and instant feedback that empower students to learn independently (self-directed learning). However, as a source of challenges, AI has been shown to produce biased and inaccurate data, and its unwise use raises serious ethical issues. These issues extend beyond plagiarism to include the erosion of critical thinking skills and a decline in intellectual originality when students use it indiscriminately as a substitute for cognitive effort. This study recommends using AI as a tool for self-learning, but it is necessary to limit students' use of AI. Furthermore, institutions are recommended to adapt AI but need to strengthen students’ digital literacy through structured AI usage guidelines.
Copyright (c) 2025 Yunika Triana, Dewi Zulaiha https://creativecommons.org/licenses/by-sa/4.0
Reading Strategies of Multilingual ESL Learners across Culturally Familiar and Unfamiliar Texts in Eswatini
Reading comprehension in multilingual contexts requires more than linguistic competence; it demands metacognitive regulation and strategic flexibility across culturally diverse materials. This study investigates the reading strategies employed by Eswatini English as a Second Language (ESL) learners when engaging with culturally familiar and culturally unfamiliar texts, addressing the limited evidence on strategy transfer within multilingual African contexts. A quantitative repeated-measures design was used with 200 Eswatini senior secondary learners, who each read two passages matched in length and readability, one culturally familiar and one culturally distant, and reported their strategy use using the Survey of Reading Strategies (SORS). Results revealed moderate and stable engagement across Global, Support, and Problem-Solving strategies, with Problem-Solving strategies employed slightly more frequently but without statistically significant differences between text types. Correlational analyses indicated a moderate relationship between familiar and unfamiliar text strategy use, suggesting that learners relied on habitual, routine behaviours rather than adaptive, metacognitively guided strategies. Based on these findings, the study proposes the Strategic Engagement and Transfer (SET) Model, which conceptualises a developmental progression from habitual, inconsistent strategy use to conscious, context-aware deployment, and ultimately integrated, automatic strategic competence. The findings inform English Language Teaching (ELT) by offering a context-sensitive metacognitive framework for scaffolding strategy instruction, promoting adaptive engagement, and fostering transferable reading competence across culturally diverse texts.
Copyright (c) 2025 Mfanukhona Wonderboy Kunene, Nicholus Nyika https://creativecommons.org/licenses/by-sa/4.0
Indonesian Pre-Service EFL Teachers’ Perceptions and Expectations of Generative AI in Teacher Education: A Phenomenological Study
The rapid growth of Generative Artificial Intelligence (GenAI) in education has created an urgent need to understand how future teachers perceive its benefits, risks, and required skills, especially in the Indonesian context. This current study aims to explore Indonesian EFL pre-service teachers’ perspectives toward GenAI and their expectations regarding educational content related to GenAI at teacher training programs. Employing a qualitative approach with phenomenology design, the data in this study were obtained through reflective writings and semi-structured interviews involving pre-service teachers from the English Language Education Department at an Indonesian state Islamic university. The findings of thematic analysis reveal that they perceive GenAI benefits teachers by serving as a brainstorming partner for designing learning activities and saving time, while also supporting students through personalized learning experiences and instant feedback that can enhance their performance. Despite its advantages, GenAI poses challenges such as its occasional unreliability for teachers and potential overreliance that may hinder original thinking and professional growth. Meanwhile, overreliance on AI could lower students’ interaction and critical thinking, increase plagiarism risk, and foster the perception that AI is more capable than teachers. Teacher training programs are supposed to address it by focusing on three aspects, namely GenAI literacy, pedagogical knowledge, and ethical considerations. The findings imply that teacher education programs must systematically integrate GenAI literacy, pedagogical application, and ethical guidance to develop competence in leveraging AI effectively while maintaining critical thinking, thoughtful instructional autonomy, and responsible professional practice.
Copyright (c) 2025 Zainal Arifin, Atin Kurniawati https://creativecommons.org/licenses/by-sa/4.0
Integrating Project-Based Learning and Deep Learning Principles to Foster Speaking Fluency and Critical Thinking in EFL
This study investigates how integrating Project-Based Learning (PBL) with deep learning principles can simultaneously improve speaking fluency and critical thinking among Indonesian EFL learners. Recognizing that these two competencies are mutually reinforcing yet rarely taught together, a Project-Based Deep Learning (PBDL) model was implemented across three educational institutions involving 180 students. The study employed a quasi-experimental design to examine the model’s impact on learners’ oral performance and analytical reasoning. Findings revealed substantial improvements in both speaking fluency and critical thinking, with the strongest gains observed in discourse management and analytical reasoning. More importantly, students who engaged in authentic, problem-driven projects and received iterative feedback demonstrated greater confidence, coherence, and reflective judgment in communication tasks. These outcomes suggest that PBDL not only enhances linguistic proficiency but also fosters deeper cognitive engagement, helping learners connect language use with reasoning and decision-making. The study provides empirical and practical insights for EFL teachers, emphasizing that authentic tasks, collaboration, and structured reflection can transform traditional classrooms into active learning environments that cultivate integrated 21st-century skills.
Copyright (c) 2025 Rampeng Rampeng, Restu Januarty Hamid, Rosmawati Abdul Maing, Sujariati https://creativecommons.org/licenses/by-sa/4.0
EFL Speaking Achievement in Undergraduate Oral Presentations: The Roles of Enjoyment and Self-Efficacy
English speaking achievement is a crucial outcome in foreign language learning, yet the interplay of affective factors like enjoyment and self-efficacy as determinant predictors remains an essential area for exploration. The purpose of this research is to determine the interrelationships among students’ English enjoyment, self-efficacy, and speaking achievement. Additionally, it also plays a mediating role in the relationship between self-efficacy and speaking achievement. The rationale for this investigation is rooted in developing more effective teaching strategies by understanding how positive emotions and confidence contribute to measurable language outcomes. This quantitative study employed a cross-sectional design involving undergraduate students at STAKat Negeri Pontianak. The sample included 102 students enrolled in the second semester. Data were collected using a speaking presentation test to measure achievement, along with validated questionnaires and semi-structured interviews to assess enjoyment and self-efficacy. The key findings revealed a positive prediction of speaking achievement when enjoyment and self-efficacy were considered together. The analysis underscored a moderate positive correlation, suggesting that self-efficacy had a moderate effect on speaking achievement. Crucially, the results provided evidence that enjoyment played a significant mediating role in the relationship between students’ self-efficacy and their speaking achievement. These findings carry significant pedagogical implications, suggesting that fostering positive emotions and enhancing student enjoyment is not merely a supplementary goal but a crucial factor that directly improves language learning outcomes. Teachers should focus on creating an emotionally supportive classroom environment to leverage this interplay for more effective foreign language speaking instruction.
Copyright (c) 2025 Cenderato Cenderato, Exnasia Retno Palupi Handayani https://creativecommons.org/licenses/by-sa/4.0
The Impact of Integrating Quizizz Lesson Mode and Paper Mode on EFL Students’ Reading Comprehension of Procedure Texts
Reading comprehension plays a crucial role in learning English as a Foreign Language (EFL), particularly when students engage with procedure texts. Although interactive and student-centered approaches are strongly advocated, traditional teaching methods still dominate classroom practice, often positioning students as passive learners and resulting in low engagement and limited comprehension. Grounded in gamification theory and constructivist principles, this study investigates the integration of Quizizz Lesson Mode as instructional scaffolding and Quizizz Paper Mode as formative assessment to enhance students’ reading comprehension. Employing a pre-experimental one-group pretest–posttest design, the study involved 38 students from class X.7. The findings revealed a statistically significant improvement in students’ reading comprehension, with a large effect size (Cohen’s d = −1.005), indicating substantial learning gains. Classroom observations further demonstrated that the combined use of Lesson and Paper Modes increased student engagement, minimized performance gaps, and provided immediate feedback, thereby transforming assessment into an integral and less stressful component of the learning process. These results contribute to gamification research by illustrating how digital platforms can seamlessly integrate instruction and assessment within a continuous learning cycle. Practically, the study recommends that teachers incorporate Quizizz into core instructional activities and adapt the Lesson–Paper Mode strategy for other text genres. Future research should adopt controlled experimental designs to examine long-term effects and broader pedagogical applications.
Copyright (c) 2025 Ricky Jonathan, Novitri Novitri, Maria Safriyanti https://creativecommons.org/licenses/by-sa/4.0
Aligning English Language Teaching with Nursing Students’ Needs in Indonesia: A Classroom-Based Need Analysis
Although English is recognized as a key competency for nursing students in academic and clinical settings, English instruction in many Indonesian nursing programs remains focused on General English and does not fully address profession-specific communication needs. This study investigates the alignment between current English teaching practices and nursing students’ actual communicative requirements through a classroom-based needs analysis. Using a descriptive-quantitative design supported by classroom observations and document analysis, data were collected from 202 purposively selected nursing students at the Akademi Keperawatan Kesdam Iskandar Muda Banda Aceh (AKIMBA). Questionnaire responses were analyzed using descriptive statistics, and qualitative data were examined through content analysis. The findings reveal that English is primarily used for academic purposes (80.6%), with reading identified as the strongest skill (69.3% good) and speaking the weakest (18.3% poor). Students expressed a strong preference for interactive instruction (87% favoring group or pair work) and for lecturers to act as facilitators (67.3%). Although most students preferred General English (66.8%), a significant proportion (32.7%) indicated the need for English for Specific Purposes (ESP), supporting the relevance of a blended curriculum model. These results highlight a mismatch between current instructional practices and students’ professional communication needs. The study recommends integrating communicative, student-centered approaches and progressively combining General English with English for Nursing Purposes to better prepare students for academic success and effective clinical communication. The implications of these findings contribute to ESP curriculum development in nursing education within similar institutional contexts.
Copyright (c) 2025 Juliana Juliana, Rizki Dhian Nushur, Nurlayli Yanti, Gopal Prasad Pandey https://creativecommons.org/licenses/by-sa/4.0
Bilingual Digital Storytelling as a Method to Enhance Children’s English Language Skills: A Micro-Linguistic Perspective
English language learning in early childhood has become a priority in 21st-century education due to the growing global demand for early foreign language competence. However, this process still encounters several challenges, including limited interest, a lack of suitable learning media, and linguistic barriers such as morphological recognition that hinder children’s understanding of word structures and meanings. This study aims to enhance young learners’ English vocabulary and morphological awareness through the implementation of Bilingual Digital Storytelling (BDS) as a method of interactive and engaging language instruction. A descriptive qualitative design with a Classroom Action Research (CAR) approach was employed at STB Kindergarten, involving children aged 4 to 6 years as participants. Data were collected through classroom observations and interviews, supported by systematically designed observation guides and instruments. The findings revealed that the application of Bilingual Digital Storytelling significantly improved children’s English vocabulary mastery from an initial 0% recognition rate to 100% in the second cycle. Furthermore, the method enhanced children’s morphological awareness, particularly in identifying word forms and meanings. In addition, BDS effectively increased learner engagement and attention span, making the learning process more enjoyable and participatory.
Copyright (c) 2025 Mozes Kurniawan, Lanny Wijayaningsih https://creativecommons.org/licenses/by-sa/4.0
Examining Project-Based Learning to Foster Creative Writing: Evidence from Indonesian Secondary Classrooms
Project-Based Learning (PJBL) has been widely adopted to address various instructional challenges in English as a Foreign Language (EFL) classroom. However, its specific impact on students’ creative writing performance in Indonesian secondary education remains underexplored. This study aims to examine the effectiveness of PJBL in enhancing secondary students’ creative writing skills, particularly in higher-order language production. Employing a quasi-experimental design, the study involved 72 eleventh-grade students who were assigned to experimental and control groups. The experimental group received project-based writing instruction, while the control group was taught using conventional, teacher-centered methods. Data were collected through a creative writing test and analyzed using an independent samples t-test. The results revealed a statistically significant difference between the two groups, indicating that students exposed to PJBL demonstrated higher levels of creativity, idea development, and linguistic expression than those in the control group. These findings extend constructivist and sociocultural perspectives by illustrating how project-based tasks facilitate creative language use through collaboration, autonomy, and authentic learning experiences. Pedagogically, this study highlights PJBL as an effective instructional approach for fostering creative writing in EFL contexts and provides practical implications for teachers and curriculum developers seeking to promote creativity-oriented language instruction.
Copyright (c) 2025 Siti Syafi'atul Qomariyah, Indara Wahyudi, Dira Permana, Heri Hidayatullah https://creativecommons.org/licenses/by-sa/4.0
Integrating Lombok’s Local and Islamic Literature into Bilingual Digital Storytelling for Culturally Responsive Learning Materials
This study examines the early-stage adaptation of Lombok’s local and Islamic literature into bilingual digital storytelling materials to strengthen children’s literacy. Responding to the persistent gap between students’ cultural backgrounds and the limited availability of engaging digital reading resources, this research aims to identify culturally grounded narratives and to design an initial model of a bilingual storytelling application. Employing a qualitative descriptive design within the ADDIE (Analysis–Design) framework, data were collected over three months from six English teachers, thirty students from elementary and Islamic schools, and twelve cultural informants, including storytellers, religious figures, and librarians. The data were obtained through interviews, participatory observations, and documentation of oral and written traditions. A total of fourteen literary works, including Princess of Mandalika, Cupak Gerantang, Tegodek Godek, The Legend of Masbagik, as well as stories of Prophet Ibrahim and Prophet Yusuf, were analyzed and adapted into simplified bilingual scripts. Thematic analysis was employed to examine narrative content and pedagogical relevance, while data validity was ensured through source triangulation, method triangulation, and expert validation involving literacy specialists and local cultural guardians. The findings reveal strong enthusiasm among students toward culturally familiar stories, with approximately seventy percent demonstrating improved comprehension indicators, vocabulary recall, and engagement during bilingual reading sessions. Teachers also reported increased participation and motivation when digital and visual elements were introduced. The study concludes that integrating local and Islamic literature into bilingual digital storytelling offers a culturally sustaining pathway for curriculum development, supporting literacy development, character education, and cultural identity reinforcement through contextually relevant digital media.
Copyright (c) 2025 Anisa Nur’aini, Sukardi Sukardi, Nurul Wahidah https://creativecommons.org/licenses/by-sa/4.0
Developing and Validating a SMART-Based Writing Materials Framework for Pre-Service EFL Teachers
Writing competence remains a critical yet challenging component of EFL teacher education, particularly in enabling pre-service teachers to design scaffolded, measurable, and genre-sensitive instructional objectives. Although the SMART framework (Specific, Measurable, Achievable, Relevant, and Time-bound) has been widely adopted in instructional planning, its systematic application and validation within writing pedagogy remain limited. Addressing this gap, the present study aimed to develop and validate a SMART-based instructional framework refined through the iterative Successive Approximation Model (SAM). Adopting a mixed-methods research and development (R&D) design, the study followed successive phases of preparation, design, development, implementation, and evaluation. The framework was validated by expert reviewers in language, material, and media, and subsequently trialed with fifth- and seventh-semester pre-service EFL teachers. Quantitative data were collected through validation instruments and competence assessments, while qualitative data were obtained from participant feedback, instructional artifacts, and reflective responses. Descriptive and inferential analyses indicated that the framework demonstrated strong content validity and instructional relevance, although aspects of practicality required further refinement. The iterative nature of SAM facilitated continuous improvement based on expert and user feedback, resulting in a more responsive and learner-centered design. The findings suggest that the SMART-based framework effectively enhances pre-service teachers’ competence in formulating instructional objectives for writing and functions as both a developmental and diagnostic tool in teacher education. This study contributes a praxis-oriented instructional framework that bridges theoretical rigor and classroom applicability, with implications for curriculum integration, genre-based scaffolding, and future development of technology-enhanced instructional supports.
Copyright (c) 2025 Evi Safitri Yulandari, Mul Muliadi https://creativecommons.org/licenses/by-sa/4.0
Evaluating TOEIC Instruction through the CIPP Model: Insights from an Indonesian Aviation Academy
English proficiency is essential for safe pilot-air traffic controller communication in aviation operations. While many Indonesian flight academies adopt TOEIC as an institutional benchmark for English certification, questions remain about its effectiveness in measuring the communicative competence required for operational aviation contexts. This qualitative study evaluated TOEIC instruction at an Indonesian Flight Academy using the CIPP (Context, Input, Process, Product) evaluation model. Data revealed a significant gap between strong institutional policy endorsement of TOEIC and actual classroom practice. Although institutional frameworks mandated TOEIC certification, curriculum implementation remained insufficiently aligned with ICAO language proficiency standards, instructors lacked specialized aviation English training, and teaching focused predominantly on test preparation rather than authentic communication scenarios. Notably, while cadets achieved respectable TOEIC scores (550–780), their operational communicative readiness during simulated aviation tasks remained limited. The study recommends curriculum realignment linking TOEIC objectives with ICAO descriptors, mandatory ESP professional development for instructors, and integration of simulation-based communicative tasks. Learner self-efficacy emerged as a crucial psychological factor mediating the transfer of language learning to real communication. This evaluation contributes to ESP pedagogy and aviation English policy by demonstrating how institutional, pedagogical, and psychological dimensions interact to shape language instruction effectiveness in professional, safety-critical contexts.
Copyright (c) 2025 Hendra Sudarso, Safitri Era Globalisasi, Dimas Hari Cahyo, Yasyfa’ Kawakibi, Haris Dibdyaningsih https://creativecommons.org/licenses/by-sa/4.0
Integrating Lombok’s Cultural Heritage through Digital Storytelling to Enhance EFL Students’ Speaking Skills
Many EFL learners experience difficulty speaking fluently and confidently, particularly in assessment-driven learning environments. This study examined whether digital storytelling grounded in Lombok’s cultural heritage could enhance students’ speaking performance and influence their affective outcomes. Employing a mixed-methods one-group pretest–posttest design, the study involved 15 undergraduate students who participated in a four to five-week instructional intervention. Speaking performance was evaluated through digital storytelling tasks using a five-aspect analytic rubric encompassing fluency, pronunciation, grammar, vocabulary, and closing remarks. To capture learners’ experiences, qualitative data were gathered from reflective journals, focus group discussions, and field notes. The results demonstrated statistically significant improvements across all speaking dimensions. Fluency showed the greatest gain, followed by vocabulary, pronunciation, grammar, and closing remarks. Qualitative findings indicated that these improvements were supported by iterative rehearsal cycles, increased audience awareness, and culturally grounded inquiry, which facilitated more accurate lexical choices, sustained engagement, and greater confidence. The study provides empirical evidence that locally anchored digital storytelling functions not merely as contextual enrichment but as a pedagogical design principle for speaking instruction. Theoretically, the findings are framed through an integrated perspective drawing on Communicative Language Teaching, Sociocultural Theory, and Self-Determination Theory. Pedagogically, the study recommends adopting culturally grounded digital storytelling as a core speaking cycle, supported by targeted focus-on-form activities and calibrated analytic assessment rubrics.
Copyright (c) 2025 Rospin Hidayati, Marham Jupri Hadi, Anisa Nur’aini https://creativecommons.org/licenses/by-sa/4.0