ELT Forum: Journal of English Language Teaching
ELT Forum: Journal of English Language Teaching starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/elt MIGRATION OFFICIAL STATEMENT HERE ELT Forum (p-ISSN 2252-6706 / e-ISSN 2721-4532) encourages research that puts in theory and method from English language teaching in various contexts of second and foreign language. This journal is a specific forum that particularly takes up Innovative English instructions in Tertiary Level and among preservice teachers or teacher trainees. Abstracting & Indexing: DIMENSION, DOAJ, SINTA, Garuda and others as shown below.
Mapping thematic evolution and pedagogical strategies of Generative AI in EFL writing
The mass adoption of Generative AI has brought a massive landscape shift in academic writing for EFL students. This technology acts as a powerful cognitive scaffold for students on finishing their academic writing tasks such as brainstorming ideas, checking grammar accuracy, paraphrasing a sentence and as sparring partner. Nevertheless, the tools also act as double-edged sword because its comprehensive aid that triggers the scaffolding paradox, cognitive offloading, ethical issue or academic integrity. However, these perspectives remain distributed across several research domains, making it harder to understand how the field is developing as an integrated research area. The study employs a hybrid study design using bibliometric informed scoping review to examine the thematic structure and the development of research on generative AI in EFL academic writing. The research aims to quantitatively map the thematic evolution of AI in EFL writing globally from 430 Scopus-indexed articles from January 2023 to June 2026, and also qualitatively synthesize the condition when AI act as substitute or act as cognitive behavior mechanism of overreliance on using Generative AI, and aims to offer a strategy or framework about practical AI literacy in EFL academic writing. Rather than treating Generative AI as inherently beneficial or harmful, it examines the emerging tension between AI as cognitive assistance and AI as a potential substitute for EFL learners. The study mainly proposes an evidence-informed conceptual framework that conceptualizes effective Generative AI assisted writing as a process in which this tool remains subordinate to learner critical thinking and judgment.
Copyright (c) 2026 Khofifah eva Septyana, Kushardiyanti Novinda (Author)
Students’ Perception of Using the Literal Translation Method to Translate Descriptive Text
Literal translation is commonly used by student translators because it helps them retain the words and sentence structures of the source text. However, its use in translating descriptive texts can become problematic when closely following the original structure leads to unnatural or inappropriate expressions in the target language. Drawing on Newmark’s concept of literal translation, this study explores university students’ perceptions of the effectiveness, challenges, and pedagogical value of literal translation. A qualitative approach was employed involving students from the English Department of a state university. Data were gathered through semi-structured interviews and open-ended questionnaires and analyzed thematically. The analysis focused on source-text fidelity, structural accuracy, naturalness, contextual appropriateness, and communicative purpose. The findings show that students find literal translation helpful for maintaining accuracy, understanding sentence structures, and learning vocabulary. However, they also experience difficulties in producing natural and effective translations. These findings suggest that literal translation is most useful when applied selectively, balancing fidelity to the source text with the communicative purpose of the target text.
Copyright (c) 2026 Farid Akhbar Fardillah, Ummi Nur Laila Sulistyani (Author)
Enhancing Students’ Understanding to Literary Works Through Reader Response Approach
When students in Critical Reading class are able to follow a story quite well, they may still hesitate to explain what its meaning from their own perspectives. Herewith, the aim of Reader Response Approach was used to provide students with more opportunities to incorporate their experiences, questions, and personal reactions into literary reading were included some principles in course planning, classroom activities, and assessment, particularly when students explored social values presented in the stories. A qualitative case study was conducted using data from interviews, questionnaires, classroom observations, video recordings, lesson plans, and students’ written work. Students began by making predictions and asking questions. They then identified important passages, organized ideas, summarized the story, and reflected on what they had read. Their answers gradually moved beyond simply naming characters or identifying themes. They began to explain the reasons behind the characters’ decisions, connect events in the story with familiar situations, and use textual details to support their views. Social values such as friendship, cooperation, and solidarity also became easier to discuss when students connected these ideas to experiences with everyday life. Personal reactions were not treated as simple opinions; instead, students were encouraged to return to the text and reconsider the reason behind their particular view. The classroom experience suggests that reader-response learning can make literary reading more personal while still encouraging students to engage closely and critically with the text.
Copyright (c) 2026 Maria Johana Widayanti, Mohamad Ikhwan Rosyidi, Prayudias Margawati (Author)
Using Nursery Rhymes To Improve Listening Comprehension Skill
This research investigates the effectiveness of nursery rhymes as an instructional strategy to improve the listening comprehension skills of fifth-grade students at SD Negeri 02 Pedurungan Kidul, Semarang, in the 2025/2026 academic year. Listening comprehension is a crucial foundation for language learning and successful communication, yet many elementary learners struggle to achieve adequate competence in this domain. To address this issue, nursery rhymes that are both age-appropriate and culturally relevant were integrated into the listening lessons, aiming to strengthen learners’ engagement, vocabulary acquisition, and interpretive skills. Employing a quasi-experimental design, the study compared two groups of fifth graders: one receiving conventional listening instruction and the other engaging with a nursery rhyme–based approach over a ten-week period. Data were collected through pre- and post-tests, classroom observations, and student feedback to assess comprehension progress, attention span, and motivation. Results indicated that the group taught with nursery rhymes achieved significantly better post-test outcomes, demonstrated greater concentration in listening activities, and reported more positive attitudes than the control group. The study suggests that the repetitive, rhythmic, and contextually simple nature of nursery rhymes makes them a valuable tool for developing listening skills in young EFL learners. The implications highlight the importance of adapting curriculum, enhancing teacher preparation, and applying innovative pedagogical practices.
Copyright (c) 2026 Farid Abdullah Mufid, Arif Suryo Priyatmojo (Author)
Translanguaging practices among bilingual multiplayer online battle arena players in Indonesia
MOBA matches leave players little time to conjugate instructions, although team talk must still do both tactical and interpersonal work. This qualitative case study examined how 15 bilingual or multilingual Indonesian players drew on Indonesian, English, and regional-language resources while playing Mobile Legends: Bang Bang and Honor of Kings. The data comprised participant observation, recordings of naturally occurring voice communication, field notes, and brief semi-structured interviews. Three reoccurring applications of translanguaging were found via an iterative thematic analysis. Players used Indonesian commands and common English game phrases to coordinate action swiftly. They utilised slang, compliments and certain terms from regional languages to establish connection. They employed comfort, apologies and redirection to de-escalate tension following errors or disputes. In the observed matches, mixed-language utterances were therefore tied to specific moments and communicative needs, rather than appearing as arbitrary switches between named languages. MOBA play is presented as a platform that reports on multilingual digital interaction and the context-sensitive use of English in out-of-school settings.
Copyright (c) 2026 Afida Nurul Isnaini, Izzati Gemi Seinsiani (Author)
Reciprocal Teaching Assisted by Picture Series to Improve Students’ Reading Comprehension
Many Indonesian junior high school students still struggle to comprehend English texts, considering the fact that reading comprehension is a crucial skill for learning the language. Although previous studies have displayed the effectiveness of Reciprocal Teaching and Picture Series, limited studies have investigated their combination in recount texts. Therefore, the objective of this study was to evaluate whether there was a significant difference between students taught using this approach and those taught traditionally, along with attempting to examine the impact of Reciprocal Teaching assisted by Picture Series on eighth-grade students’ reading comprehension. In this quantitative study, 60 eighth-grade students participated in a quasi-experimental non-equivalent control group design, with 31 students in the experimental group and 29 students in the control group. The data were collected through pre-test and post-test with 20 multiple-choice questions and analyzed using descriptive statistics, the Shapiro Wilk Test, the Wilcoxon Signed-Rank Test, and the Mann-Whitney U Test through IBM SPSS version 25. Both the control and experimental group significantly improved, according to the findings, however, the experimental group demonstrated more progress than the control group. Therefore, Reciprocal Teaching assisted by Picture Series may serve as an effective alternative for improving students’ reading comprehension of recount texts while encouraging interactive EFL reading instruction.
Copyright (c) 2026 Gabriella Jovanka Waas, Galuh Kirana Dwi Areni (Author)
Motivation and Overdependence on ChatGPT: A Correlational Study Among EFL Students
The rapid development of technology with the advent of AI tools such as ChatGPT in the field of education provides practical steps for EFL students, especially in assisting them in completing academic writing. However, there is still little research focusing on the relationship between student motivation and overdependence on AI tools. To determine the relationship between motivation levels and overdependence on ChatGPT to assist with academic writing among EFL students, the researcher employed a quantitative correlational study. The participants of this study were selected through a purposive sampling method, consisting of 26 EFL students who are currently taking or have completed an academic writing course. The questionnaire data were collected online via Google Forms. The analysis results indicated that there was no significant correlation between motivation levels and overdependence on ChatGPT among EFL students, as evidenced by a Sig. value of 0.454 (p > 0.05). It can be concluded that there are factors that have a greater influence than motivation on the level of EFL students' dependence on ChatGPT. Therefore, educational institutions and educators can establish structured guidelines for academic writing so that the use of AI in assignments can still be accountable and not violate academic ethics. Additionally, the limitations of this study include a small sample size and low variable variance. Therefore, future researchers addressing the same topic may consider adding or utilizing external variables and employing specific research methods to conduct a more in-depth exploration.
Copyright (c) 2026 ADINDA KARTIKA PUTRI, Suharyadi, Nur Hayati (Author)
Technology-Based Independent TOEFL Learning Through YouTube Among Non-English Majors
The development of digital technology has transformed English language learning practices, particularly in independent learning environments. One of the most widely used digital platforms is YouTube, which provides flexible and accessible learning resources for English as a Foreign Language (EFL) learners. This study aimed to explore the strategies used by non-English major students in learning TOEFL Listening independently through YouTube and to examine how they manage their learning process through self-regulated learning practices. This research employed a qualitative descriptive exploratory design. The participants were non-English major students at Universitas Negeri Semarang who had experience using YouTube for TOEFL Listening preparation. Data were collected through questionnaires and semi-structured interviews. The collected data were analyzed using thematic analysis to identify patterns of learning strategies and technology-based learning behaviors. The findings revealed three major themes: cognitive strategies in understanding TOEFL Listening, metacognitive strategies in independent learning, and the use of YouTube as a technology-based learning platform. The students actively applied strategies such as focusing on keywords, replaying audio, using subtitles, and adjusting playback speed. The findings also showed that students practiced self-regulated learning through planning, monitoring, and evaluating their learning progress. In addition, YouTube was perceived as a flexible and supportive platform for independent TOEFL learning despite challenges related to native speaker speed, accents, and digital distractions. In conclusion, successful TOEFL Listening learning through YouTube depends not only on technology availability but also on students’ ability to manage their independent learning effectively.
Copyright (c) 2026 Zuhriatul Aini, Ummi Nur Laila Sulistyani, Yuliati Yuliati (Author)
Vocational High School Students' Perceptions and Needs of Digital Learning Materials
This study with topic digital learning materials result to explain vocational high school students’ perceptions of the usefulness of digital learning materials and to identify their needs for digital learning materials in English learning. This study used a descriptive qualitative approach with a qualitative survey design. The data were collected through a questionnaire distributed through questionnaire to 115 students who are in Grade X and XI at some private vocational high school in Semarang. The respondents came from different vocational classes, including Culinary Arts, Software Engineering, Fashion Design, and Visual Communication Design. The data were analyzed by organizing students’ responses, identifying important points, grouping similar answers, and interpreting them based on the research questions. The decision show that students generally had positive perceptions of need and use digital learning materials. They deliberated the digital learning materials useful because they helped them understand English lessons and supported the learning process. However, the improvement of English skills was still moderate, as many students felt that the materials only improved their skills a little. The findings also show that students needed digital learning materials that matched their vocational majors, included real-life and future job situations, and provided clear explanation. Therefore, digital learning materials for vocational English learning should be mobile-friendly, clear, practical, contextual, and relevant to students’ future plan career.
Vocational High School Students; Perceived Usefulness; Learning Needs; Digital Learning Material; Vocational English Learning.
Copyright (c) 2026 Herlyna Cahya Ningrum, Sri Wahyuni (Author)
Exploring the Factors of EFL Students’ Speaking Anxiety in the English Classroom: Systematic Literature Review
For English as a Foreign Language (EFL) learners, speaking anxiety continues to be a major obstacle to successful language acquisition. This study looks at research trends, contributing factors, and coping mechanisms associated to speaking anxiety in EFL students using a Systematic Literature Review (SLR) and bibliometric analysis. The terms "Speaking Anxiety," "EFL Learners," "Foreign Language Anxiety," and "Classroom Anxiety" were used in a methodical search of the Scopus database for articles published between 2016 and 2026. Thematic analysis was used to qualitatively synthesize 30 articles that were chosen from 314 records using the PRISMA method. VOSviewer was used for bibliometric analysis, specifically for overlay visualization and keyword co-occurrence. The results demonstrate that both internal and external factors, such as low self-confidence, fear of making mistakes, insufficient language competency, fear of receiving a poor grade, and unsupportive classroom situations, have an impact on speaking anxiety. Supportive teaching methods, technology-assisted speaking exercises, group learning, consistent speaking practice, and self-control are all effective coping mechanisms. These results emphasize how crucial it is to combine learner-initiated self-regulation with teacher-facilitated support in order to lessen EFL speaking anxiety and enhance communicative competence.
Speaking Anxiety; EFL Learners; Foreign Language Anxiety; Classroom Anxiety; Systematic Literature Review
Copyright (c) 2026 Retno Widyawati, Muhammad Arif Al Hakim (Author)
Exploring the Challenges of Independent English Language Learning Among Non-English Major Students: A Qualitative Study
Students’ ability to learn English independently is a crucial skill required in the higher education learning environment, particularly for students outside of English language programs who have limited knowledge and hands-on experience with language learning and use in the classroom. Despite the importance of this, many students face difficulties and lack the know-how to organize, carry out, and sustain their own learning processes, indicating a lack of understanding regarding the barriers that limit student autonomy. This study examines the barriers and challenges faced by non-English major students, specifically those in the Bachelor of Agricultural Technology and Bachelor of Law programs, in developing their language skills, particularly in independent English learning. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document reviews, and then analyzed thematically. The findings of this study identified four main challenges faced by students in the undergraduate agricultural technology program and the undergraduate law program in the process of independent learning: first, they have low motivation to maintain long-term engagement in the learning process; second, the learning strategies they use are inappropriate and inadequate; third, they have limited access to learning resources; and fourth, they lack confidence in practicing and using English. These internal barriers are further exacerbated by external factors in their learning environment, including a curriculum focused solely on exam results without considering students’ learning experiences and institutional support that remains inadequate.
independent learning, learning challenges, non-English majors, qualitative study
Copyright (c) 2026 Devy Angga Gunantar, Stefani Dewi Rosaria, Alfa Vivianita, Hernofika Laksmi Tatas Sulistyawati, Ameen Omran Saleh AlManafi (Author)
Exploring the Influence of AI-Assisted Feedback on EFL Students’ Writing Performance and Self-Editing Skills
This study explores the influence of AI-assisted feedback tools, specifically Grammarly, on EFL students’ writing performance and self-editing skills in a university context. Grounded in Cognitive Process Theory of Writing (CPTW), this research adopts a mixed-method design. It combines both a quantitative analysis of pre- and post-tests and qualitative data from surveys and interviews. Sixty contributors were split into two cohorts: a traditional one receiving teacher feedback, and an experimental one using Grammarly during drafting and revision. Results indicate that the AI feedback students substantially outperformed their counterparts in the control group in writing quality, particularly in grammar, lexical range, and content organization. Additionally, students using AI-assisted tools demonstrated more frequent and strategic self-editing behaviors and reported increased autonomy and confidence. This study empirically bridges AI feedback tools with CPTW, revealing how they foster iterative self-editing and autonomy, a gap in EFL writing research. While teacher feedback remains essential for higher-order concerns, the integration of AI tools supports iterative revision and independent learning. This investigation emphasizes the educational value of mixing AI with conventional instruction and suggests implications for designing curriculum and developing instructional tools.
Copyright (c) 2026 Mamoon Alaraj (Author)
AI use in writing Assignments: A case study of EFL learners at Takhar University
Artificial intelligence (AI) has permeated nearly every aspect of our lives, playing a crucial role in academic writing. Although the use of AI by university students has become a common practice, few studies have specifically examined the extent and conditions of AI use in writing tasks among EFL students in a single university context. Therefore, this study focuses on the extent and conditions of AI use in writing tasks by EFL students at Takhar University. A quantitative research method was employed using a survey questionnaire containing 20 close-ended statements with 110 EFL students from freshmen to seniors. The study aimed to determine the extent of AI use in writing tasks and identify the conditions under which students use AI. The findings reveal that over 90% of students utilized AI across various writing tasks, including generating ideas, creating outlines, avoiding time-consuming work, and correcting grammar and spelling. Students reported using AI especially when faced with language barriers, overwhelming workloads, or when they felt uncomfortable seeking help from teachers. Based on these results, AI can be considered an unavoidable phenomenon in academic contexts, particularly in the field of writing. The findings could be beneficial and informative for teachers, university officials, policymakers, faculty members, and other pedagogical in-charges. Therefore, they should establish specific and comprehensive guidelines for appropriate AI use and develop short- and long-term educational programs to enhance AI literacy among students. This study is limited to one university, and future research could use qualitative methods to investigate teachers’ perspectives across the country.
Artificial intelligence, EFL, writing, assignments, and Takhar University
Copyright (c) 2026 Abdul Aziz Hakimi, Noor Mohammad Ahmadzai (Author)
ChatGPT Use and Academic Integrity in EFL Academic Writing: Exploring the Association Among Master’s Students
The rapid integration of generative AI in higher education has sparked intense debate regarding its potential to undermine student ethics. While concerns about academic dishonesty abound, empirical evidence linking AI dependency to actual integrity levels remains scarce, particularly in EFL contexts. Grounded in Academic Integrity Theory, this study investigated the correlational relationship between ChatGPT use and academic integrity among first-year EFL Master’s students. A quantitative design was employed using validated questionnaires to measure usage patterns and ethical conduct. Data from 25 participants were analyzed through normality testing, descriptive statistics, and Pearson product-moment correlation. Results indicated that students reported high levels of both ChatGPT use (M = 79.00) and academic integrity (M = 81.97). Crucially, the correlation between the two variables was weak and statistically non-significant (r = .326, p = .112), indicating that no statistically significant association was detected between ChatGPT use and academic integrity in this sample. These findings suggest that frequent AI engagement does not necessarily correlate with lower ethical standards among advanced EFL learners. The study highlights the potential for students to integrate AI responsibly and underscores the importance of institutions focusing on AI-literacy training.
ChatGPT; Academic Integrity; EFL Academic Writing; Higher Education; AI Literacy
Copyright (c) 2026 Nida Hasanah Putri, Nunung Suryati (Author)
Do ESP teachers need to be subject specialists? A critical examination
This study examines the necessity of subject-matter expertise for effective English for Specific Purposes (ESP) instruction within higher education. Using a qualitative document analysis approach, twenty theoretical and empirical studies published between 1977 and 2025 were synthesised through thematic analysis. Three dominant themes emerged: (1) collaboration and interdisciplinary insight, (2) teacher attitudes toward subject knowledge, and (3) teacher training and professional development. The findings indicate that effective ESP instruction in universities does not depend primarily on teachers becoming subject specialists. Rather, authenticity and disciplinary relevance are most successfully achieved through structured collaboration with field experts, instead of individual mastery of specialised content. Teacher disposition, particularly openness, adaptability, and respect for learners’ disciplinary expertise was found to strongly mediate instructional success in tertiary classrooms. In addition, corpus-based pedagogy, discourse and genre awareness, digital literacy, and intercultural communication emerged as core areas of professional preparation for ESP teachers. The study concludes that ESP teacher competence in higher education is best characterised by collaborative engagement, pedagogical flexibility, and reflective professionalism rather than disciplinary expertise alone underscoring the need for universities to establish sustainable collaboration frameworks and continuous professional development systems to support the academic and professional demands of ESP in higher education.
Copyright (c) 2025 Girindra Putri Ardana Reswari, Aditya Nur Patria, Fitri Alfarisy (Author)
Unlocking ESP students' views on outcome-based education in marketing skills development: A survey study
Acquiring professional skills in the ESP class is key to a successful future career. Unfortunately, many students find difficulties in balancing the need for theoretical and practical skills, including the marketing skills for management students. OBE is trusted to provide solutions to balance the students’ intake and practical activities, including marketing skills. This present research aims to shed light on the students’ perceptions of OBE-based ESP courses implemented for marketing skills. A survey method was employed, involving 68 students from the management study program at one private university in Garut, West Java. The results indicated students’ positive perception regarding lecturer support and interaction, active participation in learning, social and critical skills development, assessment and transparency, effectiveness of methods and clarity of learning objectives, planning and motivation for self-study, and learning facilities and resources. However, some areas need to be improved, including discussions or interaction with lecturers, student internal motivation, and accommodating facilities. It is recommended that lecturers and university management work together on these matters to boost students’ potential by developing strategic instructional plans, adequate facilities, an interactive learning environment, and accommodating students’ need for self-study.
Copyright (c) 2025 Sri Yunita, Riadi Darwis , Susilawati (Author)
Profiling Prospective EFL Teachers' Digital Literacies: Insights from Hague & Payton's Framework and Martin's Levels
As digital technologies become increasingly embedded in language education, digital literacy is now considered a fundamental competence for teachers. Nevertheless, evidence suggests that many prospective EFL teachers remain limited to functional uses of digital tools, highlighting concerns about their preparedness for transformative technology integration in the classroom. This study profiles the digital literacy of prospective EFL teachers by applying Hague and Payton’s eight dimensions alongside Martin’s three levels of digital competence. The participants were 26 sixth-semester students enrolled in the English Education Department of a private university in West Java, Indonesia. Data were collected through a structured questionnaire, a digital literacy test, and semi-structured interviews, enabling triangulation of self-reported practices, demonstrated skills, and lived experiences. The findings reveal that most participants were situated at Level 2 (Digital Usage), demonstrating confidence in functional applications such as Microsoft Word, Canva, and PowerPoint. Evidence of Level 3 (Digital Transformation) emerged most clearly in creativity and information search, where some students used Canva and CapCut for entrepreneurial projects or applied academic databases systematically. However, collaboration, communication, cultural awareness, and e-safety remained largely functional, reflecting transactional rather than transformative practices. These results highlight the uneven development of digital literacy, with student’s adept at using digital tools but less prepared to employ them critically and innovatively in pedagogical contexts. The study underscores the need for teacher education programmes to integrate reflective pedagogy, project-based tasks, and explicit training in evaluation, intercultural engagement, and online safety. Such interventions would support pre-service teachers in progressing from functional usage to transformative practice. Future research should expand the scope to larger and more diverse cohorts, as well as adopt longitudinal approaches to examine how digital literacy evolves as pre-service teachers transition into professional practice.
Copyright (c) 2026 Dila Charisma, Fonny Dameaty Hutagalung, Rudi Hartono, Yuliati Yuliati (Author)
Navigating Authority and Dialogue: An Engagement Analysis of Academic Setting Discourse
In undergraduate thesis defenses, academic discussion involves finding a balance between showing expertise and encouraging open conversation. Participants need to present their ideas confidently while remaining open to feedback and new perspectives. This study looks at how monoglossic and heteroglossic language is used during thesis defenses. Using Martin and White's Appraisal Theory, it explores how examiners and students manage power dynamics through their language choices. The research focuses on one English Education thesis defense with three examiners and one student, analyzing how each person uses language to show authority and keep the discussion academic. The findings show that examiners often use questions and suggestions to open up discussion, while students use more certain statements when presenting but become more flexible in their language when answering questions. The study finds that power relationships shape these language choices, and that institutional hierarchy affects how people interact. These results highlight challenges in academic socialization and suggest ways to improve thesis supervision and preparation in universities.
Copyright (c) 2026 Aisyah Ririn Perwikasih Utari (Author)
Investigating power in critical literacy pedagogy to develop critical language awareness
Understanding persuasive language that presents certain groups or ideas as superior has become increasingly important in today’s rapidly changing global, technological, and socio-political landscape. People are constantly exposed to texts through education, the media, and institutions, which carry implicit ideologies and power relations. In this context, students need critical abilities that allow them to question how language influences beliefs, normalises dominance, and shapes social realities. However, reading instruction in many Indonesian classrooms still focuses mainly on literal understanding, providing few opportunities for students to develop critical language awareness. This gap underscores the need for critical literacy as a teaching approach that explicitly links language use to power and sociocultural contexts. Addressing this need, the present study examines how critical literacy pedagogy, grounded in the Four Dimensions Model, supports higher education students in recognising and analysing power relations embedded in texts. The study draws on a classroom-based critical literacy intervention, using artefact analysis and classroom observations to examine students’ engagement with texts through Lewison lens. The finding indicates that students moved beyond surface-level reading to identify identity construction, silenced voices, conflicting perspectives, dominant norms, and counter-narratives. Building on these findings, the study proposes a pedagogical framework that integrates text familiarisation, critical questioning, multimodal resources, authentic materials, and critical discourse analysis. Therefore, the implications of this approach underscore the necessity of fostering critical literacy to cultivate awareness and expose underlying power relations in contemporary global contexts
Copyright (c) 2026 Indah Arvianti, Sri Wuli Fitriati, Januarius Mujiyanto, Widhiyanto (Author)
Pre-service teachers’ perspectives on the use of Wordwall in vocabulary teaching
This study examines prospective English teacher students' perspectives on the use of Wordwall in vocabulary learning. The selection of Wordwall was based on its ability to provide interactive and varied features that are effective in increasing student engagement. The focus on vocabulary learning reflects its vital role in developing overall language proficiency. The research participants were prospective teachers who were in the transition phase between learning and teaching practice, enabling them to share informed reflections on the use of digital media. Using a descriptive qualitative approach, data were collected through semi-structured interviews with final-year students who had experience using or observing the use of Wordwall during teaching practice. The results of the study indicate that Wordwall is perceived as an engaging, interactive, and easy-to-use learning platform that can increase student participation and encourage teacher creativity. The findings also show that Wordwall facilitates the design of more diverse and enjoyable learning activities while strengthening pedagogical skills relevant to the demands of 21st-century education. Wordwall also contributes to the professional development of prospective teachers by providing opportunities to explore digital media and reflect on their teaching practices. These findings contribute significantly to the development of teacher education curricula, particularly in the integration of digital media for effective vocabulary teaching.
Wordwall; vocabulary learning; pre-service teacher; digital tools, teacher professional development.
Copyright (c) 2025 Icha Setiya Annisa, Pasca Kalisa (Author)
Analysis of students challenges and solutions in translating Indonesian text into English
Translating Indonesian text into English is a big deal for Indonesian students, especially with English education students. Previous studies show that general problems among students are idioms, failing to comprehend the text, a lack of vocabulary, and subject-verb agreement. However, it is rare to find their primary concern in non-equivalence problems, and what solutions fit with students based on their experience. In this case, researchers use a qualitative method. To obtain this data, researchers conducted a deep interview using thematic analysis. This method shows that 8th-semester UNNES English Education students also have their biggest concerns and solutions. The problems that students face are grammar, vocabulary, coherence, and cultural issues. Their solutions are also varied; using DeepL and Grammarly for grammar, studying for grammar mastery, using Google and an online dictionary for cultural terms, and using AI to assist in building coherent sentences. It can be seen that most of students used technology for encounter their problem. This discovery can lead to curriculum review to solve students’ translation difficulty and also regulate the digital and AI tools utilization. To enrich the data, future researchers can use another method, or focusing on one type of non-equivalence problem in a kind of text, like news, narrative, procedure, etc.
Copyright (c) 2025 Shabrina Matilda, Ummi Nur Laila Sulistyani (Author)
Narrative inquiry study: Teacher’s and students’ experiences on using vocabulary self-collection strategy
The vocabulary self-collection strategy, considered effective in enriching students' vocabulary and motivating them to continue learning, is a topic worthy of research. Most previous research findings on the effectiveness of this strategy were obtained through pre-tests and post-tests administered by researchers to respondents. The primary focus of the current research was on the experiences of the teacher and students regarding the use of the Vocabulary Self-Collection Strategy, which is considered a practical approach for improving students' vocabulary and motivation. This also creates a research gap between this study and several other studies. Narrative inquiry is the approach used by the researchers in this study to obtain more in-depth information from respondents. Interviews conducted by the researchers with an English teacher and several fourth-grade students at an elementary school in Ungaran Timur, as well as narratives written by respondents, served as the two main instruments in this study. Both instruments presented experiences in the form of positive impacts and obstacles experienced by students in using this strategy. Thus, the implementation of this strategy not only has a positive effect but also gives rise to several obstacles encountered by teachers and students.
Copyright (c) 2025 Miftha Nugi Barata, Christianti Tri Hapsari (Author)
Analyzing pronunciation content and teaching techniques in grade 5 English textbook
Pronunciation is an often neglected but also an important aspect of teaching English to young learners, especially in contexts where English is a foreign language. Although textbooks serve as the primary source in Indonesian elementary schools, their support for pronunciation instruction has not been adequately researched. This study investigated the representation of pronunciation instruction in the English textbook My Next Words Grade 5 published by the Indonesian Ministry of Education and Culture. Using a mixed embedded design, qualitative content analysis was conducted on ten content units within the book, complemented by descriptive quantitative analysis and semi-structured interviews with two experienced elementary school English teachers who used the related textbook. The results revealed a predominant use of mechanical techniques—primarily repetition and choral modeling—that primarily focus on segmental features. Suprasegmental features such as stress and intonation were minimally represented. Classroom implementation was largely teacher-led, with limited use of pair or group work. Interviews with experienced elementary school teachers confirmed that while textbooks offer some basic pronunciation support, significant gaps remain in terms of scaffolding, instructional clarity, and the use of interactive strategies. This study concludes that pronunciation instruction in textbooks still needs further development and recommends improvements such as the need for a textbook design that cover both segmental and suprasegmental features, provides phonetic transcriptions for the targeted vocabulary, and equips it with ready-to-use multimodal resources such as direct links to audio/video resources for effective delivery, and more diverse communicative pronunciation activities.
Copyright (c) 2025 Alya Navi Hanunna, Pasca Kalisa (Author)
Integrating storytelling into speaking assessment for public primary level learners
This study reveals the integration of storytelling into the learning and speaking assessment process for students in public elementary schools, aiming to seek advantages and address the challenges of speaking assessments. Speaking skills are important for young learners, yet many face difficulties due to limited opportunities for practice and teacher-centered approaches. While storytelling has been known as an effective method to enhance language skills, its role as a formal speaking assessment tool remains underexplored in Indonesian schools. The research aims to investigate how to improve speaking skills and assess students' speaking abilities using storytelling. This study uses a qualitative and conceptual approach, reviewing relevant literature to gather insights on storytelling's effectiveness in language development and its potential as an assessment tool. The study found that storytelling significantly improves students' fluency, vocabulary, and pronunciation while creating a more relaxed and engaging environment for assessment. However, this study identifies challenges such as varying language abilities and student anxiety. The findings suggest that storytelling can offer a more authentic and dynamic method for assessing speaking skills, providing a valuable alternative to traditional assessments. The findings show that storytelling effectively, improves speaking skills and provides a more engaging and less intimidating method for assessing students' abilities.
Storytelling, Speaking Assessment, Primary Education
Copyright (c) 2025 Valerina Emma Hasian Gultom, Novia Trisanti (Author)
Language and emotion: Content analysis of private digital writing in English
This study discusses the role of English as a foreign language in emotional regulation by an Indonesian multilingual writer in her private digital writing. Whereas most works on multilingual emotional expression focus on translanguaging, identity performance, or public discourse, this study analyzes a blog post written entirely in English but never published. In such cases, language choice cannot be explained with reference to audience expectations or self presentation. Drawing upon Pavlenko's (2006) notion of emotional distancing and supported by related research in affect labeling and expressive writing, this paper will try to analyze how the writer uses the English language to work out their intense emotional experiences, especially related to negative feelings, and the reasons they choose English, which is a foreign language, to express her negative feelings. The data comes from an unpublished blog post called Medium, combined with a semi structured interview with its author, who is a 22 year old university student. Thematic analysis was applied in mapping patterns of emotional reasoning and language beliefs. Results indicate that the writer severely expresses so much self criticism, loss, and bitter acceptance using strong negative words. This study also finds that English gives the writer psychological distance and cognitive control over emotions and is therefore perceived as less saturated with emotion compared to Indonesian. Thus, this writer can express vulnerable thoughts in English without getting too consumed by emotions, though English is still a foreign language to her compared to Bahasa Indonesia. The choice of English by this writer is driven inwardly by an internal need for emotional buffering and clarity rather than any consideration of public visibility or identity construction. This study offers a contribution to emotional sociolinguistics by bringing into focus the less focused function of monolingual foreign language usage in private writing. It underscores how that very particular language, even when not applied to public discourse, can become for multilinguals an individual affective strategy enabling them to write out their distress with more emotional strength.
Copyright (c) 2025 Yasmin Deviana Edby, Izzati Gemi Seinsiani (Author)
The use of reading aloud activity to improve pronunciation by using narrative text
This study aimed to investigate the implementation of reading aloud activities using narrative texts to improve students’ pronunciation at a public elementary school in Semarang. Many elementary students faced challenges in pronouncing English accurately, largely due to a lack of awareness of phonetic elements, a limited vocabulary, and anxiety about making errors. Addressing these issues early was considered essential to avoid long-term communication problems and loss of self-confidence. This study employed a qualitative method to examine how reading aloud activities were implemented and to explore students’ perspectives on their role in improving pronunciation. Data were gathered through classroom observations, interviews with both students and the English teacher, and an analysis of reading sessions. The results indicated that incorporating narrative texts into reading aloud activities significantly improved students’ pronunciation by enhancing their awareness of phonetic features. Additionally, students expressed that these activities boosted their confidence, motivation to speak English, and active class participation. Nonetheless, obstacles such as limited vocabulary and the fear of making mistakes remained challenges that required further attention. The study concluded that reading aloud using narrative texts was a valuable strategy in teaching pronunciation, and it recommended integrating explicit phonetic instruction and vocabulary teaching to optimize learning outcomes. This research contributed to the improvement of English language teaching practices in elementary schools by emphasizing interactive and contextually relevant oral activities, such as reading aloud narrative texts, which can significantly improve students’ pronunciation and foster speaking confidence.
Reading aloud, pronunciation improvement, elementary school
Copyright (c) 2025 Dita Maryani, Izzati Gemi Seinsiani (Author)
Analyzing VOA’s YouTube videos for effective idiom learning in ELT: A content-based approach
Idiom mastery is a crucial component of English language learning, particularly for enhancing communicative competence and cross-cultural understanding among EFL learners. Despite its importance, idiom learning often faces challenges due to the nonliteral and culturally embedded nature of idioms, as well as insufficient exposure and pedagogical focus in traditional classrooms. This study addresses these gaps by analyzing the types of idioms and their multimodal presentation in VOA's English in a Minute video series, a digital platform designed to teach idioms through short, engaging videos. Employing a qualitative content analysis approach, the study examined ten videos to classify idioms based on Abel's (2003) transparency typology (transparent, semi-transparent, opaque) and to evaluate the multimodal strategies used to support comprehension. The findings revealed that semi-transparent idioms dominated the series (50%), followed by opaque (30%) and transparent idioms (20%), indicating a strategic balance between cognitive challenge and accessibility. The videos consistently employed literal visuals, contextual dialogues, explicit narration, and textual reinforcement to clarify idiomatic meanings, aligning with Dual Coding Theory (Paivio, 1986) and principles of content-based instruction (Brinton et al., 2003). While the series effectively aids comprehension through its structured and engaging format, its brevity and limited cultural depth suggest the need for supplementary instructional support. The study highlights the potential of multimodal digital tools in idiom learning and recommends their integration into broader pedagogical frameworks to enhance both receptive and productive language skills.
Idiom mastery; EFL learners; multimodal learning; digital platforms; semantic transparency
Copyright (c) 2025 Avril Lavinia Putri, Izzati Gemi Seinsiani (Author)
Figurative Language in the English Voice Line of Zhongli from Genshin Impact
Narrative immersion in games is thrilling and full of metaphorical language, with the goal of clarifying character characterization in order to leave an impact on players. This study looks at the usage of figurative language in the English voice dialogue of Zhongli, one of the Archons in Genshin Impact, to identify major categories and explain their rhetorical purposes. A qualitative content analysis technique was used to examine and categorize 35 voice dialogues based on Harris' (2018) taxonomy of figurative language, which included metaphor, metonymy, simile, personification, and allusion. The results show that metaphor is the most frequently used method, stressing themes of order, permanence, and memory. In addition, the study emphasizes how additional rhetorical strategies, like comparison and symbolism, promote Zhongli's philosophical character and expertise while also reinforcing the game's world-building. By comparing the research findings to previous studies conducted by Azzahra (2024) and Lie & Tedjaatmadja (2024), this study demonstrates that Zhongli's figurative expressions are specifically tailored to his character identity, presenting deeper interpretive value beyond structural categorization.
Figurative Languange, Genshin Impact, MMORPG, Sociolinguistics
Copyright (c) 2025 Putri Delima, Putri Delima (Author)
Effective strategies for teaching listening comprehension in EFL contexts: A systematic review
This article examines evidence-based techniques designed to boost listening abilities in learners of English as a foreign language. Although listening underpins most real-world exchanges, many students freeze when speecharkoful is rapid, regional accents appear, or background noise intrudes, slowing their grasp of meaning. Building on current research, the authors single out four classroom techniques--Task-Based Learning, metacognitive training, multimedia input, and peer collaboration--as key to consistent language gains. Moving to technology, they note that podcasts, interactive quizzes, and speech-recognition drills deliver on-demand practice that teachers can quickly adjust to each student's proficiency. The discussion balances cognitive advantages—explaining new processing strategies—with motivational gains, detailing step-by-step ways teachers can blend traditional and digital tools. When these older and newer ideas work together, students have a clearer path past common obstacles and build the listening confidence needed in real-world English. The review ends by offering practical recommendations, helping instructors adopt evidence-based techniques that deepen listening ability and keep learners actively engaged.
EFL; listening comprehension; Task-Based Learning; metacognitive strategies; multimedia integration
Copyright (c) 2025 Gamas Rahma Angkasa, Alief Noor Farida (Author)
Exploring the influence of English subtitles in English movies on EFL learner’s listening skills
Many learners face difficulties in improving their listening comprehension due to various factors; unfamiliar pronunciation, fast speaking speed, such as when involving authentic materials like movies. One way to get better listening experience is to provide a written form of the spoken language (i.e., subtitles), which can aid comprehension and support vocabulary acquisition. This study aims to describes EFL learners’ experiences and perceptions regarding the influence of English subtitles in English movies on their listening skills. By focusing on learners' experiences and perceptions, this study attempts to provide insight into how movie-based learning can enhance the development of listening comprehension. This descriptive qualitative study involved 24 EFL learners, who are currently studying at undergraduate degree level. Data were collected through an open-ended questionnaire and analyzed thematically. The results showed that English captions had a positive impact on learners' listening comprehension, vocabulary acquisition and self-confidence. The study also found some challenges faced by EFL learners such as distraction, cognitive overload and over-reliance on subtitles. These results suggest that although subtitles are a useful tool to support listening development, their use needs to be aware of their use and gradually build independence in listening without textual assistance. Learners should be encouraged to gradually reduce reliance on subtitles in order to strengthen independent listening skills. This study furthers the making of effective language teaching methods, notably the listening comprehension area. Multimedia tools, for example, movies, may improve learning outcomes and can motivate students through much more interactive and entertaining learning experiences.
English subtitles, Listening comprehension, EFL learners, Qualitative study
Copyright (c) 2025 Nahdia Sabrina Sukma, Christianti Tri Hapsari (Author)