Proceedings of UNNES-TEFLIN National Conference

ENGLISH TEACHERS’ PERCEPTIONS OF INTERACTIVE FLAT PANELS FOR DEEP LEARNING: A TAM PERSPECTIVE

2026-07-14T15:00:04+07:00

The increasing integration of digital technologies in education has raised important questions about how such tools are perceived and utilized by teachers to support meaningful learning. Among these technologies, Interactive Flat Panels (IFPs) are increasingly adopted in classrooms; however, their contribution to deep learning depends largely on teachers’ acceptance and pedagogical use. This study investigates English teachers’ perceptions of using Interactive Flat Panel technology to support deep learning in English Language Teaching (ELT) classrooms in South Konawe Regency, Indonesia, drawing on the Technology Acceptance Model as the theoretical framework. A quantitative descriptive survey design was employed, involving 63 English teachers. Data were collected through a 30-item Likert-scale questionnaire measuring perceived usefulness, perceived ease of use, deep learning support, challenges, and classroom implementation. Descriptive statistical analysis using mean and standard deviation was conducted. The findings indicate generally positive teacher perceptions, particularly regarding instructional effectiveness, multimedia integration, and student engagement. While the technology is perceived to support aspects of deep learning, especially motivation and participation, its contribution to higher-order thinking remains limited. Challenges related to training and infrastructure are also present. These results suggest that the effectiveness of Interactive Flat Panel technology depends on teachers’ pedagogical competence and contextual support.

Academic Pressure as A Systemic Issue: A Qualitative Study of Workload, Mental Health, and Integrity in An Elt Master’s Program

2026-07-14T15:06:48+07:00

This study investigates the impact of academic workload and deadline structures on graduate students’ mental health and academic integrity within the context of higher education. Employing a qualitative case study design, the research explores the lived experiences of nine first-semester students enrolled in a Master’s Program in English Education at an Indonesian university. Data were collected through reflective narrative questionnaires and analyzed using thematic analysis to identify recurring patterns and meanings. The findings reveal that academic stress is driven not primarily by the quantity of assignments, but by the simultaneity of deadlines, which creates a perceived loss of control over time and cognitive resources. This condition triggers sustained psychological pressure, manifesting in anxiety symptoms such as insomnia, overthinking, and emotional exhaustion, alongside signs of mild depression and decreased academic motivation. The study further finds that under such pressure, students tend to adopt situational coping strategies, including lowering academic standards and prioritizing task completion over depth and quality. Importantly, the results suggest that compromises in academic integrity are not rooted in moral deficiency but are shaped by systemic academic conditions, particularly excessive workload and poorly coordinated assessment design. This study contributes to the literature by integrating academic workload, mental health, and academic integrity into a unified analytical framework, emphasizing the need to reconceptualize academic dishonesty as a context-driven phenomenon. The findings underscore the importance of institutional interventions, including coordinated deadline management, workload redistribution, and mental health support systems, to foster both student well-being and sustainable academic integrity practices in postgraduate education.

Teacherenges and Strategies in Implementing Differentiated Instruction in Inclusive Classroomss’ Chall

2026-07-14T15:12:59+07:00

This study aims to explore teachers’ experiences in implementing differentiated instruction in English Language Teaching (ELT) classrooms as part of inclusive education practices. The research employs a qualitative case study approach using thematic analysis to examine data collected from semi-structured interviews with five English teachers in public junior high schools in Kendal. The findings reveal that implementing differentiated instruction in inclusive classrooms is a complex and dynamic process, as teachers face various challenges, including diverse student characteristics, differing proficiency levels, limited instructional time, lack of professional training, and insufficient learning resources. These challenges require teachers to adopt differentiated instruction, flexible teaching strategies, and adaptive classroom management. In addition, collaboration among teachers, school staff, and parents plays a significant role in supporting inclusive practices. The study also highlights the importance of creating a supportive learning environment that promotes respect for diversity, avoids negative comparison among students, and enhances students’ motivation and confidence. Furthermore, assessment practices in inclusive classrooms emphasize equity by considering students’ individual progress rather than applying uniform standards. The findings indicate a gap between the theoretical principles of differentiated instruction and their practical implementation in classroom contexts. Therefore, effective implementation of inclusive ELT requires not only teachers’ pedagogical competence but also strong institutional support, adequate resources, and continuous professional development. It is recommended that future studies involve larger and more diverse samples to enhance generalizability. Further research should also examine differentiated learning in inclusive ELT classrooms.

Exploring Padlet-Based Differentiated Learning in Enhancing Eighth-Grade Students’ Narrative Writing

2026-07-14T15:16:17+07:00

Writing a narrative text is a challenging skill for students in the English language learning context, as it is not only about organizing ideas into a logically connected storyline but also about using the language features appropriately. In junior high school classrooms, students often have different learning styles and abilities, which are not always considered by the traditional writing teachers. Despite the fact that previous research has proven that digital devices such as Padlet can motivate students to write better, there has been little focus on how such devices can be used for the differentiated learning of a certain genre, such as narrative text. The present research is on exploring the ways Padlet-based differentiated learning is helping the students of grade eight in writing narratives. The research adopts a qualitative case study method. It focuses on a single class of junior high school students. The research instruments include classroom observation, Padlet student-written texts, and semi-structured interviews. The findings reveal that Padlet enables various learning paths that accommodates to the diverse learners, including visual, auditory, and kinesthetic preference. Besides strengthening their confidence and collaboration skills in generating ideas and structuring narratives, students also revealed high levels of engagement. This paper emphasizes that the combination of digital tools and differentiated instruction is the key to designing EFL writing experiences that are more inclusive and meaningful.

Humanizing Technology Values-Based Elt Througt Ai and Ict Intergration in The Madrasah Tsanawiyah Classroom

2026-07-14T15:20:22+07:00

This study aims to examine how the integration of artificial intelligence and information and communication technology can be humanized through values-based English language teaching in junior high schools. This study employs a qualitative method using a case study approach grounded in connectivism theory, sociocultural theory, and deep learning pedagogy, focusing on Year 9 students participating in a technology-assisted project to write descriptive texts about Indonesian fauna. Data were collected through classroom observation, analysis of student work, peer feedback notes, and reflective interviews. Data analysis was conducted thematically by identifying patterns of linguistic engagement, social interaction, and the internalization of values. The results indicate that the use of artificial intelligence enhances vocabulary variety, grammatical accuracy, and student confidence, whilst the use of collaborative technology strengthens interaction and the construction of shared knowledge. The integration of a love-based curriculum has proven capable of transforming learning activities from mere academic tasks into more humanistic learning experiences by fostering empathy, care for living beings, and moral responsibility. These findings confirm that technology serves as a support for language skill development, while teachers play a central role in guiding, directing, and humanizing the learning process through the instillation of values, critical reflection, and the reinforcement of contextual meaning within an Islamic educational environment.

A Case Study on How English Teachers Use Reward Systems to Enhance Student Engagement

2026-07-14T15:24:49+07:00

This study investigates how English teachers implement reward systems to enhance student engagement in English language learning. This also aims to explore teachers’ use of reward systems, their influence on student engagement, and the challenges of their implementation. A qualitative case study design was used. Data were collected from five English teachers through structured interview responses that were coded and analyzed thematically. The findings show that teachers implemented rewards as a structured classroom routine. Reward types included star stamps, point-based systems, small material prizes, and social/verbal rewards. Rewards were mainly given for active participation, effort and improvement, task completion, peer assistance, cooperation, and speaking attempts. In terms of engagement, rewards were reported to increase students’ classroom participation and effort, build confidence-especially among shy learners and reduce fear of making mistakes when speaking or responding. However, several challenges were identified: maintaining consistency, dealing with passive student who were indifferent to rewards, students fatigue due to lesson scheduling, and social-emotional issues such as jealousy and comparison. Some teachers also reported signs of dependency, where students expected rewards and showed reduced motivation when rewards were not provided. To address the challenges, teachers used strategies such as clarifying criteria, using group rewards to reduce competition, differentiating questions for lower-ability students, creating supportive learning environments, and gradually reducing tangible rewards while strengthening verbal encouragement. Overall, the study concludes that rewards systems can support engagement effectively, when applied fairly and transparently when used as bridge toward stronger learning habits rather than as a permanent solution.

THE UTILIZATION OF QUIZIZZ-MEDIATED VOCABULARY ACQUISITION TO BREAK THE LANGUAGE BARRIER AMONG RURAL STUDENTS: A MIXED METHOD STUDY BASED ON ARCS MODEL

2026-07-14T15:27:02+07:00

In learning English as a foreign language context, especially in rural areas, English is often perceived as an intimidating major. It leads to high affective filters, increased language anxiety, and lack of vocabulary retention among students. While potential solution exists by integrating digital gamification to cover these problems. However, there is significant concern in its efficacy in underserved areas with limited technological access and higher language barriers. This study aims to investigate the impact of Quizizz as a gamified tool rooted in Mobile-Assisted Language Learning (MALL) framework on students’ vocabulary acquisition. This study examines a total of 32 high school students in rural area as participant. Employing mixed-methods design, the study collected quantitative data through pre- and post-tests to measure cognitive gains, while qualitative data were obtained using questionnaire and classroom observations. As the quantitative data were analyzed through a paired-sample-t-test, the qualitative data were analyzed by using Keller’s ARCS Model of Motivation. This study concludes that utilizing MALL-based gamification gives significant impact on students’ vocabulary acquisition enhancement and also systematically break down the barriers that hinder the foreign language learning.

Generative-Ai in Wirting Classroom: Theoretical Foundations and Pedagogical Implications

2026-07-14T15:30:22+07:00

In 21st-century learning, the use of artificial intelligence (AI) in educational contexts has been growing rapidly. The use of AI in this context, ChatGPT, has been widely used on a large scale in teaching and learning activities, including English Language Teaching (ELT). This conceptual paper aims to examine the role of ChatGPT in English teaching and learning activities that focus on enhancing English as a foreign language writing skills, particularly in crafting report texts, among high school students. The widespread use of this AI tool in learning activities has us wondering as a teacher, is chatGPT as a tool can actually encourage students to keep thinking critically, or whether it is simply for copying. This paper also discuss further advantage and disadvantages of the ChatGPT itself, how AI can be effectively utilized in classroom setting, and also how we as a techers can accompany students to carry out independent learning effectively. Data are derived from some resources, including peer-reviewed journal articles, academic books, and conference proceedings. This paper explores key theoretical frameworks basis, such as Constructivist Learning Theory (CLT), Communicative Language Teaching Theory, Connectivism Theory, and Self-regulated learning. It further evaluates the pedagogical implications of ChatGPT in improving students’ writing skills, such as brainstorming skill, language accuracy, and feedback accessibility. At the same time, the study also critically examines potential drawbacks such as overreliance on AI, issue of academic integrity, also reduced critical thinking engagement. In conclusion, the integration of AI tools like ChatGPT in language education has shown great promise, particularly in enhancing writing skills among senior high school students. By providing real-time feedback and promoting learner autonomy, ChatGPT supports self-directed learning, helping students develop their writing abilities in a more engaging and structured manner. Additionally, the combination of multimedia and constructivist learning theory aligns well with modern educational demands, fostering active participation and knowledge construction. Despite its benefits, there is a need for further research on the long-term effectiveness of ChatGPT, especially in promoting critical thinking and higher-order cognitive skills. Future studies should consider diverse participant groups and explore its impact across other language skills, such as reading, to better understand its full potential in language learning.

Marine Cadets’ Reflection on Differentiated Learning in The Intensive English Speaking Program

2026-07-14T15:33:59+07:00

Differences in cadets' speaking competence that are not balanced by appropriate grouping make speaking courses less effective. This research aims to analyze the reflection of the cadets toward the implementation of differentiated learning in content, process, and learning environment of the Intensive English Speaking Program in marine higher education. A qualitative approach with the integration of a qualitative survey to collect the data and thematic analysis to analyze the data was used. The data was gathered through a questionnaire, which was carried out by a Google Form consisting of open and closed-ended questions. This questionnaire was targeted at the 15 cadets of Semarang Merchant Marine Academy who have participated in the Intensive English Speaking Program. Through the cadets’ reflection, the findings showed that differentiated learning provided more relevant learning experiences for the cadets’ speaking mastery level. The false beginner cadets testified that they feel more encouraged in speaking, specifically in the mastery of vocabulary and pronunciation. The beginner cadets testified that they feel more confident, participative, and able to fix the accuracy of the sentence structure and the use of vocabulary. Meanwhile, the elementary cadets felt more challenged in developing their fluency, accuracy, and complexity of the utterance. Moreover, adjusting the learning activities based on the cadets’ speaking competence level helped the cadets to understand the material more effectively. Hence, the cadets still faced several challenges, such as keeping fluency in spontaneous conversation, pronunciation consistency, and a limited vocabulary to convey more complex ideas

Young Learners’ Classroom Engagement in Wordwall-Based Vocabulary Learning Activities

2026-07-14T15:37:02+07:00

Vocabulary is a crucial aspect of English language in teaching young learners because it helps the improving of other language skills. However, vocabulary instruction in EFL classrooms may become less effective when classroom activities are repetitive and less engaging. Therefore, teachers need innovative learning media that can increase students’ participation and motivation during classroom activities. One of the digital learning platforms that can be utilized in vocabulary instruction is Wordwall. This study aims to explore young learners’ classroom engagement in Wordwall-based vocabulary learning activities. This study applied a qualitative research design in investigating young learners in an elementary school EFL classroom. The data of this study were collected through classroom observations, semi-structured interviews, and documentation. The findings showed that Wordwall-based activities influenced students’ active participation, enthusiasm, interaction, and motivation during vocabulary learning activities. Students seem more engaged when learning vocabulary in using interactive games and visual-based activities. The use of Wordwall created a more enjoyable classroom that encouraged students in collaborative learning. The study also found several challenges, including classroom uncondusive and technical issues during the activities. The findings of this study suggest that Wordwall-based activities can support engaging vocabulary instruction for young learners in EFL classrooms. This study is expected to contribute to the application of technology-assisted vocabulary learning for young learners.

Professional Identity and Transitions of English Pre-Service Teacher Alumni in Rpl Master’s Program for Sustainable Teacher Development

2026-07-14T15:41:48+07:00

This study investigates the professional identity and transitional learning experiences of English pre-service teacher alumni enrolled in a Recognition of Prior Learning (RPL)-based master’s program, with particular attention to its implications for sustainable teacher development as lifelong learning. Framed within the perspectives of sustainable teacher development and lifelong learning, the study examines how these individuals navigate the transition from prior learning experiences to more academically demanding environments, and how this process shapes their evolving professional identities. Using a qualitative narrative inquiry approach, this study collected data through semi-structured interviews, written narratives, and supporting documents. It was analyzed using thematic analysis alongside Clandinin and Connelly’s (2000) three-dimensional framework. The findings indicate that professional identity is dynamic and continuously reconstructed across professional, academic, and personal domains. Participants’ prior experiences provided confidence and practical knowledge, while the academic context repositioned them as evolving learners, encouraging reflexivity and deeper engagement with teaching theory. Furthermore, the study highlights the mediating role of contextual and personal resources. Institutional support, supervision, and peer collaboration facilitated the transformation of experiential knowledge into academically valued forms. Concurrently, participants developed adaptive strategies, such as reflective practice and self-regulated learning, to navigate academic expectations. Overall, the study demonstrates that sustainable EFL teacher development extends beyond skill acquisition, encompassing an ongoing, identity-driven process shaped by continuous negotiation, adaptation, and engagement with new learning contexts.

Translanguaging in Elt: Theoretical Foundations and Pedagogical Implications for Efl Oral Storytelling Among Low-Proficiency Learners in Vocational High Schools

2026-07-14T15:44:00+07:00

Despite growing scholarly attention to translanguaging in Indonesian EFL contexts, its theoretical dimensions and pedagogical implications in oral storytelling tasks at vocational high schools (Sekolah Menengah Kejuruan/SMK) remain substantially underexplored. This conceptual paper argues that the multilingual behaviors displayed by low-proficiency EFL learners during oral storytelling are not linguistic deficits but constitute purposeful translanguaging: the fluid deployment of a speaker’s full linguistic repertoire across named languages and semiotic resources (García & Wei, 2014; Otheguy, García, & Reid, 2015). Drawing on translanguaging theory, (Li Wei’s 2011) translanguaging space concept, pedagogical translanguaging frameworks (Cenoz & Gorter, 2022), and (Li Wei’s 2023) transformative pedagogy, this paper examines two interrelated conceptual functions of translanguaging in the SMK EFL oral storytelling context: (1) as learning support, enabling low-proficiency learners to manage the cognitive and communicative demands of oral narrative tasks; and (2) as cultural identity expression, through which learners assert their regional linguistic and cultural heritage within the EFL classroom space. The paper advances a conceptual argument for reorienting EFL pedagogy from a deficit-oriented, English-only model toward an asset-based, translanguaging-affirming approach. Concrete pedagogical implications are proposed for task design, classroom ideology, cultural content integration, and assessment practice in Indonesian vocational EFL settings, with broader relevance for ELT in multilingual peripheral contexts globally.

PPG-Certified Teachers' Lived Experiences in Using Digital Edutainment: A Phenomenological Study Through the TPACK Lens

2026-07-14T15:46:50+07:00

As a core outcome of Indonesia's Pre-Service Teacher Professional Education Program (PPG), teachers' competency in integrating digital educational technology is essential for effective classroom practice. Facilitating today's students in learning a foreign language is increasingly inseparable from how contemporary culture shapes their engagement with digital tools. Although digital edutainment as a form of educational technology has been widely studied in the 21st century, research focusing on PPG-certified teachers under this relatively new government program remains limited. This study explores the lived experiences of PPG-certified teachers in using digital edutainment in the classroom. Six PPG-certified teachers in Indonesia participated in this study. A phenomenological research design was employed as the most appropriate approach to investigate the aim of this study: to explore how these teachers experience and enact digital edutainment in their teaching practice. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that teachers' effective use of edutainment reflects a balanced integration of pedagogical knowledge, content understanding, and technological awareness. Rather than functioning as passive users of digital tools, teachers acted as critical decision-makers who selected, adapted, and created digital content based on students' learning needs. This study contributes to the ongoing evaluation of educational policy in Indonesia, particularly in developing teachers' competency in fostering student engagement in foreign language learning to improve overall educational quality.

Negotiating Language Attitudes Toward the British Accent in Indonesian Tiktok Comments: A Digital Ethnography

2026-07-14T15:51:34+07:00

The popularity of short video applications transforms language learning beyond what traditional classrooms offer. Despite linguistic authority being investigated, its reconfiguration through digital interaction remains underexplored. Specifically, regarding the mechanisms through which netizens in non-native contexts perceive elite linguistic standards through participative digital performances. This study adopts digital ethnography in the context of comment interactions on an Indonesian TikTok creator's pronunciation video to address the gaps. There is a paradox among netizens who manifest British as prestige, yet it simultaneously triggers a sense of linguistic insecurity. This is reflected as netizens perceive its elite status as a barrier rather than an attainable goal. Humor functions as an affective learning strategy that lowers the affective filter. The participants engage with the more complex phonetic nuances of the language through humor. Netizens domesticate the elitism of Received Pronunciation (RP). They re-negotiate linguistic identity and authority by grounding these distant standards within the familiar phonological and cultural systems of other languages. The comment section emerges as an informal participatory learning space. This study further investigates the way a non-native creator establishes legitimacy as a language authority in this community. Integrating digital platforms into pronunciation teaching, encouraging learner confidence, and recognizing informal online spaces as part of lifelong learning ecosystems are considerable in this digital age.

Leveraging Self-Directed Professional Learning for Professional Growth: Case of A Higher Education

2026-07-14T15:53:46+07:00

This study explores the Self-Directed Professional Learning experience of EFL instructors at language centre in a higher education setting. Through Self-Directed Professional Learning, instructors proactively, intentionally, and autonomously take the primary responsibility to improve their knowledge, skills, and instructional practices by identifying learning needs, setting goals, selecting resources, and engaging in continuous professional development. By discovering how the EFL instructors engaging in Self-Directed Professional Learning as well as identifying the supporting and constraining factors, this study provides practically actionable insights of Self-Directed Professional Learning practices and the influencing dynamics. Data were collected through semi-structured interviews, and focused-group discussion involving five EFL instructors in a higher education setting. The findings reveal two types of practice preferences, namely theoretical and practical guides. Key supporting factors of instructors’ Self-Directed Professional Learning engagement include self-will and persistence, collegial support, institutional policy, and moderate flexibility of classroom exploration. Inversely, limited financial resources, teaching workload, time constraints, administrative-bounded practice, and lack of institutional initiative were identified as the significant barriers. These results highlight the emphasis of providing extrinsic support, in addition to instrinsic drivers, to nurture Self-Directed Professional Learning engagement.

Culturally Responsive Teaching in Elt Writing Instruction: A Systematic Literature Review

2026-07-14T15:56:17+07:00

Culturally Responsive Teaching (CRT) has received growing attention in English Language Teaching (ELT) because of its potential to create learning environments that are more inclusive, meaningful, and connected to students’ lived experiences. In the context of writing instruction, CRT plays an important role since writing activities are closely tied to learners’ cultural backgrounds, identities, and personal experiences. Despite the increasing interest in CRT, previous studies have largely focused on its general implementation in education, while research specifically review previous studies on the implementation of culturally responsive teaching in ELT writing classrooms.

This study employed a qualitative Systematic Literature Review (SLR) design. The data consisted of peer-reviewed journal articles published between 2020 and 2025, collected from academic database such as Google Scholar, ERIC, ScienceDirect, and Scopus. The selected studies were analyzed through thematic analysis to identify major themes, patterns, and current research trends related to CRT in writing instruction.

The findings reveal that CRT positively contributes to students’ writing development by enhancing engagement, motivation, confidence, creativity, and opportunity for self- expression. The reviewed studies also show that teachers commonly apply CRT through the use of culturally relevant topics, multicultural reading materials, and collaborative writing activities. However, several challenges remain, particularly related to limited teacher preparation and the lack of culturally relevant instructional materials.

Overall, the findings suggest that CRT has strong potential to support more inclusive and meaningful writing instruction in ELT context. This study not only provides pedagogical insights for English teachers but also recommendation for future research on culturally responsive writing practices.

Designing AI-Assisted ESP Modules for Nursing Students Based on Needs Analysis

2026-07-14T15:59:06+07:00

This research emphasizes the creation of AI-supported English for Specific Purposes (ESP) modules tailored for nursing students, based on a detailed assessment of learners' requirements. The rising need for effective communication in healthcare environments necessitates that nursing students develop not only general English competence but also specialized language abilities pertinent to clinical and professional situations. Nevertheless, current teaching resources frequently do not meet these particular needs, leading to a disconnect between educational experiences and practical use.

To tackle this problem, the research employs a mixed-methods strategy to ascertain both the desired outcomes and educational requirements of nursing students. Quantitative data is gathered using surveys to explore students’ views, challenges, and priorities in learning English. Moreover, qualitative information is gathered via semi-structured interviews with chosen students and instructors to acquire a better understanding of language application in academic and clinical settings. The gathered data undergoes analysis through descriptive statistics and thematic analysis to guarantee a thorough comprehension of learners’ needs.

Drawing from the findings, the research creates AI-supported ESP modules that incorporate genuine materials, task-oriented activities, and tech-enhanced elements. The integration of artificial intelligence aims to enhance interactive learning, deliver instant feedback, and mimic real-world communication situations pertinent to nursing practice. These characteristics are anticipated to boost students’ involvement, encourage independent learning, and enhance their capacity to utilize language skills successfully in professional contexts.

The resulting modules undergo expert validation to determine their relevance, clarity, and teaching effectiveness. The results of this research are anticipated to enhance the domain of ESP by providing a method that merges needs-driven material creation with technological advancement. Additionally, the research offers practical insights for educators in creating more efficient and contextually relevant English learning materials for nursing students.

Beyond the Textbook: Authentic Listening for Diverse Learner’s Profiles

2026-07-14T16:02:39+07:00

Traditionally, language instruction has relied on pre-recorded audio resources designed for pedagogical purposes, rather than authentic communication. While these materials offer linguistic structure, they frequently fail to captivate the diverse array of learners present in contemporary classrooms. This research examines the utilization of authentic listening resources, encompassing podcasts, news programs, video blogs, and social media contents, to enhance student involvement and address the varied needs of learners. Drawing upon data from a mixed-methods study conducted within intermediate language courses applied towards 72 students in listening class, this investigation analyzes the learning performance of students with diverse learning preferences, linguistic proficiencies, and cultural contexts to authentic auditory stimuli. The research indicates that authentic listening resources, when implemented with careful support through context-based instructions, significantly boost learner motivation, improve metacognitive understanding of listening strategies, and provide diverse opportunities for students at different proficiency levels. The article concludes by offering educators guidance on selecting and utilizing real-world materials across a range of instructional contexts.

Teacher Dilemmas in Integrated Islamic Schools: A Case Study on the Gap Between Islamic Work Environment and the Reality of Professional Welfare

2026-07-14T16:06:30+07:00

Integrated Islamic Schools (SIT) are growing rapidly in Indonesia, yet teacher welfare within these institutions remains underexplored. This study aims to uncover the professional dilemmas experienced by SIT teachers, specifically the gap between the Islamic work environment and the realities of workload and compensation. Using a qualitative approach with a case study design involving one teacher at an SIT in Cirebon, data were collected through open-ended questionnaires and analyzed thematically. The main findings reveal three themes: (1) positive values of the Islamic work environment, such as the 3S culture (Smile, Greet, Salaam), shared religious practices, and professional development; (2) sources of dilemma, including disproportionate workload, dual expectations, value conflicts, and structural injustice in the PPPK policy; and (3) coping strategies through spiritual reframing (ibadah, amal jariyah, tawakkal) and the social capital of the teacher community. This study reveals that spirituality functions as an active coping mechanism, not merely a passive identity. The implications call for improvements to workload distribution systems, work-life balance policies, and equitable welfare access for private school teachers.

Students’ Perception on Bibliotheraphy Technique in Summarizing Texts: A Preliminary Research

2026-07-14T16:09:46+07:00

This study aims to: (1) looking for the students’ understanding of bibliotherapy technique, (2) finding out from where they got the references, (3) getting the way the students selected the important information from the references, (4) the way they make summary from those references, and (5) the chance for them to apply bibliotherapy technique in making summary from their references. It used descriptive qualitative research. The population were students of English Education Department of Universitas PGRI Semarang, on the 6th semester who have been done their reading course and on stage of arranging final project or scientific paper proposal. They were 78 students. The sample is taken from all the population. To answer the research questions, the writer uses questionnaire. The collecting responses were then analyzed to get the students’ understanding and perception of using bibliotherapy as a technique in summary texts. It is concluded that: (1) 25% of the respondents know about bibliotherapy technique; (2) The respondents finding out the references from Google Scholar (62,5%), from university library or other library (25%), certain website (50%), and others (50%); (3) The respondents selected the important information by making short summary per paragraph (37,5%), making long summary each paragraph (12,5%), taking whole citation per paragraph (12,5%), and other ways (37,5%); (4) the respondents summarized the text by underlining the important sentences or statements (75%), making block on the important sentences or statements (12,5%); and (5) 75% of respondents doubted to apply bibliotherapy technique in making summary from their references. The suggestions are getting close to bibliotherapy to know its concept and applying the concept of bibliotherapy technique in finding references, making summary, and arranging final project proposal for university students.

Beyond Strategy: Toward an Integrative Cultural Evaluation Framework for Impoliteness Interpretation in Refusal Speech Acts

2026-07-14T16:11:46+07:00

Refusal is a pragmatically sensitive speech act that carries significant relational risk. Nevertheless, research in second language pragmatics has largely focused on identifying the linguistic strategies speakers use to refuse, leaving comparatively underexplored the evaluation processes through which recipients interpret these acts. Critically, the relationship between refusal strategies and the social evaluation of impoliteness has not been systematically explained within a single conceptual model. Strategy-oriented studies describe how speakers refuse, but they do not fully account for why structurally similar refusals are interpreted so differently across cultural contexts. This variation points to the role of the recipient’s cultural orientation in shaping the evaluative process. This gap points to the need for a framework that positions cultural orientation not merely as background context, but as an active evaluation mechanism in the interpretation process. This article addresses this gap by proposing a conceptual framework that explains the relationship between pragmatic strategies, evaluations of impoliteness, and cultural orientations in interpreting refusals. The proposed framework is called the Cultural Evaluation Framework (CEF). This framework explains that interpretations of impoliteness are formed through a five-stage evaluative process: (1) pragmatic strategy, (2) relational expectations, (3) perceived relational violation, (4) cultural evaluation, and (5) interpretation of impoliteness. Within this sequence, cultural evaluation functions as the central mediating mechanism through which perceived violations of relational expectations are processed before producing a social judgment. This positioning of culture as an evaluative filter, rather than a mere backdrop, constitutes the key theoretical contribution of the framework. This article makes a theoretical contribution to the study of second language pragmatics by providing a structured integrative model that connects three previously separate lines of inquiry: refusal strategy research (Beebe et al., 1990), impoliteness theory (Culpeper, 2011), and rapport management (Spencer-Oatey, 2005) into a coherent explanatory sequence. Unlike previous approaches that treat these domains independently, the CEF traces the interpretive pathway from linguistic form to social judgment in a systematic, empirically testable manner. The proposed framework can serve as a basis for empirical research examining how speakers from different cultural backgrounds assess and respond to perceived acts of impoliteness in cross-cultural interactions.

From Silence to Voice: Multimodal Meaning-making in EFL Dubbing Projects as a Critical Digital Literacy Practice

2026-07-14T16:15:57+07:00

Abstract

This study explores how English as a Foreign Language (EFL) students construct and represent meaning through scripting and dubbing a short silent movie. The project was conducted in an undergraduate EFL Speaking course consisting of two groups (each group consists of four students) at a private university in Subang during the 2025-2026 academic year, after they learned the topic about slang expressions and idiomatic language. This study employed an artifact-based qualitative case study focusing on students' scripts and the final dubbed videos as the primary data. The data were analyzed using thematic analysis through coding, categorizing, interpreting, comparing, and concluding to uncover patterns of language use, performance, and multimodal meaning-making. The findings indicate that students actively reconstructed meaning from visual texts, demonstrated narrative and expressive techniques, and reflected their agency in constructing meaning in a digital communication context. This study suggests that dubbing projects can serve as a pedagogical practice that integrates language learning with critical engagement in digital environments.

The Evolution of Translation Practices: Comparing Traditional and AI-Assisted Techniques in Student Texts

2026-07-14T16:19:19+07:00

Artificial intelligence has revolutionized translation, making it more efficient and consistent. Yet, human oversight is still necessary to ensure accuracy, clarity, and cultural appropriateness. The present study examines the development of translation practices by comparing the use of Molina & Albir’s translation techniques in traditional and AI-assisted student translations. The goal is to discover application patterns of these techniques, and to evaluate the effects of AI on translation strategies and results. The study applied a qualitative participatory research design involving ten students of English Literature from Universitas Bumigora in the sixth semester. Data collection was carried out by means of document analysis of translation assignments produced under two conditions – traditional translations and AI-assisted translations with ChatGPT, Google Translate and DeepL. For each translation, techniques applied were classified, their frequency and functional impact were analyzed. The findings show that Literal Translation (36.16%) and Modulation (35.03%) were the most frequently used among the conventional translations, which together accounted for more than 71% of the observed strategies. Other techniques like Reduction, Established Equivalent, Amplification, Transposition, Borrowing and Adaptation were also applied selectively. Literal Translation (23.12%) and Modulation (15.05%) remained the most frequent techniques in AI-assisted translations but the use of other techniques such as Established Equivalent, Transposition, Amplification and Description were more evenly distributed, which suggests the students’ attempts to enhance the clarity, stylistic accuracy and contextual appropriateness of the AI output . The results suggest that traditional translation attaches more importance to literal fidelity and dynamic cognitive adaptation, while AI-assisted translation offers more structural consistency and requires students to focus on revising and improving the AI drafts.

FROM ANXIETY TO CONFIDENCE: PERMA-BASED LEARNING WITH AI SUPPORT FOR ARGUMENTATIVE SPEAKING DEVELOPMENT

2026-07-14T16:23:00+07:00

Students from non-English majors often experience anxiety when using English as a medium of instruction, particularly in speaking tasks that require academic argumentation. This issue is also relevant to students of the Primary School Teacher Education Program (PGSD), who may need to use English in future teaching contexts. This paper reports a preliminary study as the first stage of a larger research project on the implementation of PERMA-based learning with AI support to assess speaking for academic purposes. The participants were 42 regular undergraduate students of the Primary School Teacher Education Program (PGSD), batch 2024, in their fourth semester, enrolled in the English for Learning course. The study aimed to improve students’ argumentative speaking skills and readiness to use English in future classrooms.

This research employed a qualitative design using data triangulation through classroom observation, student reflections, and speaking performance records. At the beginning of the program, many students reported anxiety and low confidence because English was rarely used in daily communication. However, through PERMA-based learning, students gradually became more comfortable due to support from the lecturer and peers. They also used AI tools to review and improve their speaking performance before class sessions and uploaded learning summaries to Google Classroom. Over time, students showed clear progress in pronunciation, speaking fluency, and self-confidence.

The findings indicate that the integration of PERMA-based learning and AI support created a positive and motivating learning environment that reduced anxiety and enhanced students’ argumentative speaking ability. These results demonstrate promising potential for wider implementation in future research on speaking for academic purposes.

Chat Gpt vs. Notebook Lm: Which Ai Tool Better Generates Mcq Listening Test Items?

2026-07-14T16:29:28+07:00

Abstract

This study compares the quality of multiple-choice listening test items generated by ChatGPT and NotebookLM for EFL classroom-based assessment, focusing on two key dimensions: stem clarity and distractor plausibility. Using a small-scale comparative evaluative design, the study analyzed thirty AI-generated listening items, consisting of fifteen items produced by ChatGPT and fifteen items produced by NotebookLM. The items were generated from three listening transcripts representing different listening contexts and objectives through an identical zero-shot prompting procedure. Each item was evaluated using an analytic rubric covering stem clarity and distractor plausibility, supported by qualitative content analysis of the stems, options, answer keys, and alignment with the source transcripts. The findings show that both tools generated highly clear and focused stems, although ChatGPT performed slightly better in producing concise, direct, and learner-friendly question stems. However, a more notable difference was found in distractor plausibility. NotebookLM produced more plausible, competitive, and transcript-grounded distractors, particularly for speaker intention, main idea, and simple inference items, whereas ChatGPT often produced formally consistent distractors that were sometimes weakly connected to the listening input, easily eliminated through contextual guessing, or affected by answer-key patterns. These findings indicate that ChatGPT and NotebookLM offer complementary strengths in AI-assisted listening item development. ChatGPT may be more useful for drafting clear stems, while NotebookLM may provide stronger support for constructing source-based distractors. Nevertheless, neither tool can be used as a standalone solution for developing valid listening assessments. Human expert review remains essential to ensure construct validity, improve distractor function, remove technical clues, and align AI-generated items with sound principles of EFL listening assessment.

Using Teaching Media to improve English language Teaching A Qualitative Study on Classroom Practices and Student Engagement

2026-07-31T15:24:21+07:00

This study explores how teaching media increase English Language Teaching, with a particular focus on classroom practices and student engagement. The objective of the study is to investigate how different types of teaching media contribute to more effective language instruction and support active participation among learners. The study reviewed the use of media, including visual materials, audio resources, and digital tools, as part of English teaching practices. A qualitative research design is employed to gain an in depth understanding of how teaching media are used in real classroom settings. Data are collected through classroom observations, semi structured interviews with teachers, and student feedback. The participants include English teachers and Junior High school students, allowing the study to catch more perspectives on the use of teaching media. Relevant literature is also reviewed to support the analysis and provide a theoretical foundation.

Narrative Inquiry into English PPG Students' Experiences in Implementing Teaching Strategies in Classrooms

2026-07-31T15:30:03+07:00

This study analyzes the actual experiences of two English Teacher Professional Education Program (PPG) participants utilizing English Language Teaching (ELT) practices in real classrooms. Using qualitative narrative inquiry, the research focuses on how these experiences influence pedagogical decision-making and professional identity development. Data were collected through semi-structured interviews and document analysis of teaching materials, then analyzed using thematic narrative analysis involving narrative reconstruction and coding. The results show a dramatic shift from idealized instructional expectations to the reality of classroom praxis shock. Contextual limitations, such as unstable internet, varying student motivation, and infrastructural limitations, were weighed against theoretical knowledge. Through these difficulties, identities developed: one participant showed a pragmatic, robust identity centered on emotional control and instructional effectiveness, while the other created a reflective practitioner identity marked by contextual sensitivity. According to the study's findings, the application of ELT strategies in the PPG setting is a non-linear, adaptive process that is mediated by contextual awareness and reflection rather than just methodological conformity. According to these findings, the PPG program should prioritize guided mentoring and narrative reflection in order to better prepare instructors for uncertainty in the classroom.

Trends Of Learning Models Integrated With AI-Driven Technology to Enhance Students’ Academic Writing in Higher Education: A Systematic Review

2026-07-31T16:08:56+07:00

Academic writing is essential for students in higher education, while the integration of learning model with AI-based technologies remains to be explored. This systematic review synthesizes evidence on trends learning models can be integrated with AI-driven technology to enhance students’ academic writing skills in a various learning models. This research used a PRISMA framework, to search a relevant article in the databases of Scopus, Springer Nature, and BRILL in year 2020 to April, 2026 using keywords including “AI-driven technology,” “learning models,” and “academic writing.” which found 5.605 initial records, 21 empirical studies met the inclusion criteria after screening for peer-reviewed English-language articles focused on learning models integrated with AI-driven technology to enhance students’ academic writing in higher education. The findings indicate that blended learning mostly dominant trends of learning models in 2020-2026 for enhancing students’ academic writing in higher education. While, GenAI applications mainly ChatGPT (n=17) presented the most impactful application, followed by other applications. GenAI served four primary function such specialized academic writing assistants (n=9), literature synthesis (n=5), drafting and ideas generation (n=4), and as a paraphrasing application (n=2). Challenges include the digital equity gap and over-reliance on technology that may overcoming critical thinking. This review offers implications for curriculum designers in selecting learning models which appropriate for students in enhancing student academic writing. Future research should involve studies on learning models such as collaborative learning, PjBL, and PBL, through AI in a broader context and scope for developing new innovation in learning processes.

Students’ Experiences in Improving Writing Accuracy through Quizizz-based Grammar Practice: A Phenomenological Study

2026-07-31T16:12:52+07:00

This study investigates students’ experiences in improving writing accuracy through Quizizz-based grammar practice using a phenomenological approach. Writing accuracy remains a challenge for many English as a Foreign Language (EFL) learners, particularly in applying correct grammatical structures. This research aims to explore how students perceive Quizizz's use in supporting their grammar learning and writing development.

A qualitative design was employed, with data collected through semi-structured interviews with English Education students. The data were analyzed using thematic analysis based on relevant theories of writing accuracy, grammar learning, and game-based learning. The findings indicate that Quizizz creates an engaging, motivating learning environment that encourages active participation in grammar practice. Immediate feedback helps students identify errors and improve their understanding of grammar, leading to increased confidence in writing.

However, challenges such as time pressure and technical issues were also reported. Despite this, students gradually adapted and became more careful and focused. Overall, Quizizz positively influences students’ grammar awareness and promotes better writing accuracy.

"We Talk, Therefore We Understand": A Case Study of Speaking as a Medium for Enhancing Intercultural Communicative Competence (ICC) Among Indonesian Pre-Service English Teachers

2026-07-31T16:15:39+07:00

The paradigm of English language teaching has shifted from communicative competence toward intercultural communicative competence (ICC), yet Indonesian pre-service English teachers face limited access to authentic intercultural experiences. This qualitative case study investigates how structured speaking activities, integrated with role-play and simulation, facilitate ICC development among 17 second-semester English Language Education students at a private Islamic university in Lampung, Indonesia. Over nine sessions on culture-themed topics, data were collected through classroom observations and documentation in the form of recordings of teaching and learning. The findings reveal that speaking instruction systematically enhances four dimensions of ICC: linguistic competence through contextualized grammar practice; discourse competence through production of extended spoken genres including personal narratives, procedural explanations, and reported speech sequences; sociolinguistic competence through sensitivity to power relations, social distance, and degree of imposition in situated roleplays; and intercultural competence through development of all five of Byram's (2021) savoirs. The sequenced progression from self and daily life to abstract cultural systems mirrors the developmental trajectory of intercultural sensitivity from ethnocentric to ethnorelative stages. Roleplay and simulation function as pedagogical mediators between cultural knowledge and intercultural action, providing a psychologically safe space that lowers the affective filter and reduces foreign language classroom anxiety. This study concludes that an ICC-oriented speaking course integrating culture-themed topics with experiential activities offers a theoretically grounded and practically effective model for preparing pre-service English teachers to become intercultural speakers and mediators in increasingly globalized classrooms.

LANGUAGE, FAITH, AND IDENTITY IN ENGLISH LEARNING AT DARUSSALAM BUNTET PESANTREN

2026-07-31T16:21:55+07:00

This study explores the interaction between language, faith, and identity in English learning at Darussalam Buntet Pesantren. Situated within an ethnographic framework, the research examines how English is ideologically positioned, how Islamic values shape learning practices, and how santri construct their identities in a religious educational setting. Data were collected through prolonged engagement, participant observation, in-depth interviews with santri and teachers, and document analysis of curriculum and institutional policies. The findings reveal that English occupies a peripheral yet symbolically important role, recognized as a global resource while remaining secondary to Arabic as the language of religious authority. Its use is largely limited to formal contexts and is shaped by institutional norms. Islamic values play a central role in mediating English learning, influencing teaching materials, classroom practices, and moral boundaries. English is selectively adapted through a process of cultural and religious filtering and is sometimes associated with purposes such as dakwah. Furthermore, the study shows that santri construct hybrid identities by negotiating their roles as devout Muslims and emerging English users. This negotiation is reflected in practices such as code-switching and the integration of religious expressions into English use. This study contributes to ELT by highlighting the importance of sociocultural and religious contexts in shaping language learning. It suggests that English in pesantren is not a neutral skill but a localized practice, requiring more context-sensitive approaches in non-secular educational settings.

The Effect of Digital Simulation on Maritime Cadets' English Speaking Skills: A Pre-Experimental Study

2026-07-31T16:27:26+07:00

Effective oral communication is a critical competence in maritime operations, where miscommunication may compromise safety and operational efficiency. As English serves as the lingua franca of international shipping, maritime cadets are required to develop adequate speaking skills to meet professional communication demands. However, Maritime English instruction often provides limited opportunities for authentic and contextualized oral practice. This study investigated the effect of digital simulation-based instruction on maritime cadets' English speaking skills. Employing a pre-experimental one-group pre-test–post-test design, the study involved 24 maritime cadets at Politeknik Pelayaran Sulawesi Utara, Indonesia. Speaking performance was assessed using a scenario-based test and an analytic rubric measuring five components: fluency, pronunciation, vocabulary use (including Standard Marine Communication Phrases), grammatical accuracy, and comprehension. Data were analyzed using descriptive statistics, a paired-samples t-test, and effect size calculation. Results revealed a statistically significant improvement in speaking performance following the intervention (t(23) = 9.47, p < .001), with a large effect size (Cohen's d = 2.29). These findings indicate that digital simulation-based instruction can effectively enhance speaking skills in Maritime English contexts.

ENHANCING YOUNG LEARNERS’ ENVIRONMENT VOCABULARY VIA GAME-BASED DIGITAL LEARNING USING ZEP QUIZ

2026-07-31T16:32:53+07:00

As we can see now that the technology use has become habit for everyone in this digital era, and most of them are millennials, gen z, and gen alpha. Digitalization is being prioritized in a lot of aspects, include the education field. On the other hand, some of young learners still has low awareness for the importance of environmental issues, such as sustainable lifestyle. The aim of this study is to investigate about the effectiveness a web game-based ZEP Quiz as a platform for digital learning in order to improve the environmental vocabulary for young learners or elementary school level of students in this digital era, so they can know better about environmental issues, build awareness from an early age, and it can assist them for English learning in the future as their second or third language. This research uses mix-method approach, the data collected through pre-test and post-test in both experimental group and control group for quantitative, and the data analyze using descriptive statistic and inferential statistic. Whereas the qualitative, the data collected by interview for selected students based on specific criteria to know about their experiences in the learning process. The qualitative data analyzed with thematic analysis. The results of using a web game-based ZEP Quiz as a digital learning platform is expected to enhance the vocabulary in students, especially environmental vocabulary, and also improve the motivation of students in English learning through this activity. The findings reveal how using a web game-based ZEP Quiz can be an innovation method for English Language Teaching (ELT) to young learners’ students.

ENGLISH TEACHING STRATEGIES FOR YOUNG LEARNERS IN BILINGUAL ELEMENTARY CLASSES IN AN EFL CONTEXT

2026-07-31T16:37:13+07:00

This study investigates English teaching strategies employed by teachers in bilingual elementary classrooms within an English as a Foreign Language (EFL) context. Bilingual programs at the primary level present distinct instructional challenges, as English functions simultaneously as a subject and as the medium of instruction for other content areas, while students have limited exposure to English outside the classroom. This descriptive qualitative study was conducted at a bilingual elementary school in Indonesia, involving two English teachers and one subject teacher selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, and document analysis, and analyzed using reflexive thematic analysis. These findings reveal six interconnected English teaching strategies: routinized English exposure, activity-based instruction, scaffolding, code-switching, differentiated instruction, and alignment between instructional practices and curriculum. These strategies function in an integrated manner, adapted to the cognitive and linguistic development stages of young learners across grade levels. The study concludes that effective bilingual English instruction at the elementary level requires context-sensitive, student-centered strategies that balance language development and content comprehension. These findings contribute empirical insights to the limited body of research on English as a Medium of Instruction at the primary level in EFL settings.

EXPLORING ELEMENTARY SCHOOL STUDENTS’ ENGAGEMENT IN PRONUNCIATION LEARNING THROUGH ELSA SPEAK

2026-07-31T16:42:57+07:00

Low engagement in English pronunciation learning is a common challenge among elementary school students in the English classroom due to the English Foreign Language (EFL) context. In the EFL context, students have limited exposure to the English language and have minimal opportunities to practice English. Pronunciation learning can be difficult for elementary school students, particularly when the English activities are not designed to actively involve students in the learning process. The use of AI-based tools may provide a more interactive approach to support students' learning. ELSA Speak is one of the AI-based tools used to support students’ pronunciation learning. It provides real-time pronunciation feedback, a user-friendly interface, and interactivity. This study explores how students’ engagement in learning pronunciation through the use of ELSA Speak. The study uses a qualitative approach and involves the fifth-grade students as the participants. Data will be collected through observations, field notes, and students’ responses during pronunciation learning activities. The results of this study showed that ELSA Speak helped students become more engaged in learning pronunciation. Through its interactive features and pronunciation feedback, the application encouraged students to participate more actively, practice pronunciation repeatedly, and become more confident during English learning activities. In addition, the study highlighted that AI-based learning tools such as ELSA Speak can support a more interesting and interactive learning environment, especially for elementary school students in learning pronunciation. This study emphasizes the capabilities of AI-based tools in supporting more engaging learning experiences in learning English, especially in learning pronunciation.

DEVELOPMENT AND VALIDATION OF A DIFFERENTIATED PBL ASSESSMENT RUBRIC FOR INDONESIAN ELT

2026-07-31T16:54:32+07:00

Indonesian English Language Education department is increasingly filled with diverse learners requiring an assessment strategy, but no empirically-based rubric can be found to evaluate the Project-Based Learning (PBL) outcomes in Indonesian EFL context. This study addresses this gap by creating and validating the Differentiated Assessment Rubric for PBL (DAR-PBL), which incorporates flexible weighting of criteria and allows students to choose focus of assessment, in order to leverage learner diversity. This study was conducted in four phases (rubric development, content validity assessment with three expert judges, face and construct validity using six lecturers and 20 students as participants, and inter-rater reliability testing with 20 authentic PBL work samples scored by six raters) following DeVellis’s (2017) validation framework. Results Quantitative analyses included Aiken’s V for content validity, mean comparisons for face and construct validity; Gwet’s consensus reliability coefficient (AC1) was used to calculate the intraclass correlation coefficients (ICC) with Fleiss’ Kappa. Qualitative thematic analysis of the open-ended responses provided supplementary support. Results showed excellent content validity because five of six criteria resulted in Aiken’s V > 0.75 (English Language Use :V=1.00). Face validity refers to the 4.0 mark (M=4.50 lecturers, M=4.35 students), and construct validity were also robust (M=4.61lecturers / M=4.42 students). Inter-rater reliability was good (ICC=0.87, Fleiss’ Kappa=0.68) and test-retest reliability excellent (mean r=0.91). The DAR-PBL represents a valid working tool that can help Indonesian ELT lecturers assess PBL in a fair manner, with implications for differentiating assessment practices across EFL contexts.

THE IMPACT OF AI-SCAFFOLDED READING STRATEGY ON JUNIOR HIGH SCHOOL STUDENTS’ READING ENGAGEMENT AND COMPREHENSION

2026-07-31T16:59:37+07:00

Many junior high school students encounter significant obstacles in comprehending English texts, often leading to decreased reading motivation. Conventional teaching methods struggle to provide the individual help to each student’s needs. To address this issue, this study investigated the impact of AI-scaffolded reading strategy on students’ reading engagement and comprehension. It also investigates the correlation between student reading engagement and their ability to comprehend the text. This study used explanatory mixed methods design. In the quantitative phase, a quasi-experimental design was conducted with two groups of seventh-grade students at SMP Negeri 2 Ampelgading. Data were collected using pre-test, post-test and questionnaire about engagement. It also used semi-structured interviews for the qualitative data. The results indicated that students utilizing the AI-scaffolded strategy achieved significantly higher comprehension scores (p < 0.001) and a moderate N-Gain improvement (0.3528) compared to the control group. Furthermore, the experimental group exhibited enhanced engagement across cognitive, emotional, and behavioral dimensions. Qualitative findings revealed that the AI tool facilitated vocabulary acquisition, reduced reading anxiety, and fostered a more active classroom environment. This study concludes that AI scaffolding holds substantial potential for improving EFL literacy and suggests that educators integrate adaptive AI platforms to support struggling readers.

PREPARING FOR COMPULSORY: CHALLENGES IN TEACHING ENGLISH AS LOCAL CONTENT IN ELEMENTARY SCHOOLS

2026-07-31T17:03:50+07:00

English has long been taught as a local content subject in Indonesian elementary schools. It led to varied implementations across institutions. Starting in the 2027/2028 academic year, English will be a compulsory subject. Therefore, understanding current teaching practice is important to support the effective implementation of the new policy. The study aims to explore the challenges teachers face when teaching English as a local-content subject in Indonesian elementary schools. A qualitative descriptive research design was employed. The participants consisted of five elementary school teachers in Central Java, Indonesia. All of whom had experience teaching English as local content. Data were collected through semi-structured interviews to gain in-depth insights into their teaching practices and challenges. The findings indicate that teachers faced several challenges, including limited English proficiency, a lack of pedagogical training in teaching young learners, and insufficient teaching resources. In addition, limited instructional time and the status of English as a local content subject often leads to low prioritization within the school curriculum. Despite these challenges, most teachers demonstrate positive attitudes toward the upcoming policy, although they express concerns about their readiness to implement it effectively. Further support in terms of professional development, adequate resources, and clear policy guidelines is necessary to ensure successful implementation.

ENHANCING STUDENTS’ ENGLISH PROFICIENCY THROUGH TECHNOLOGY-BASED LEARNING IN ELT

2026-07-31T17:10:48+07:00

This research explores how technology-driven learning methods can boost students’ English skills, with a particular focus on vocabulary acquisition and speaking proficiency in English Language Teaching (ELT). As digital technologies continue to evolve, their impact on education becomes more pronounced, pushing educators to blend interactive tools into their teaching routines. The study utilized a quasi-experimental model, engaging 60 undergraduate participants separated into experimental and control groups. The experimental group engaged with platforms like Duolingo, Quizlet, and YouTube, whereas the control group received conventional face-to-face instruction.

Vocabulary assessments, speaking evaluations, classroom observations, and questionnaires served as the primary data collection instruments. Results indicated that students utilizing digital tools attained notably higher scores than their peers taught by traditional means. Furthermore, participants expressed favorable attitudes toward the inclusion of technology, citing improvements in motivation, engagement, and the adaptability of their learning experiences.

These findings are in line with constructivist learning theory, which highlights the importance of active participation and meaningful learning. The outcomes suggest that incorporating technology into lessons can foster more dynamic classroom environments and facilitate better language development. Educators are advised to blend digital resources with effective teaching strategies for optimal results.

DISCOURSE ANALYSIS OF POLITENESS MAXIMS IN WHATSAPP ACADEMIC COMMUNICATION ACROSS MASTER’s ADMISSION PATHWAYS AND LECTURERS

2026-07-31T17:16:39+07:00

Academic communication between students and lecturers has already transformed significantly with the widespread use of instant platform message especially WhatsApp. This study examines the discourse of politeness maxims by Geoffrey Leech (1983) as manifested in WhatsApp based academic communication between Master’s students from distinct pathways and the lecturers. The primary objective is to examine how politeness strategies are used, negotiated, and varied depending on the admission background including regular admission, fast-track program, and Recognition of Prior Learning (RPL) program. This study employs a qualitative discourse analysis approach, drawing on Leech’s politeness maxims (1983) as the primary theoretical framework and complemented by Brown and Levinson’s politeness strategies (1987). Data were collected through systematic documentation of WhatsApp academic conversations between Master’s students from various admission background and the lecturers. Data were analyzed through discourse interpretation to identify patterns of politeness maxims including tact, generosity, approbation, modesty, agreement, and sympathy maxims. The findings are expected to reveal that students from different admission pathways exhibit distinct pattern in their politeness strategies. Furthermore, this study anticipates that face-threatening acts are mostly mitigated through indirect speech and the use of respectful language. The findings are hopefully able to significantly contribute to the understanding of digital academic course, politeness norms in virtual educational environments, practically work as a reflection for students to be aware and wise in employing politeness strategies to communicate with lecturers, and as a consideration to higher education to formulate digital communication ethic more structured.

ENGLISH IN USE: STUDENT LANGUAGE BEHAVIORS AT SMK NEGERI 1 KUPANG

2026-07-31T17:19:18+07:00

This study investigates the factors influencing students’ behavior in using English and the strategies they employ to overcome challenges in the EFL classroom at SMK Negeri 1 Kupang. The problem addressed in this study is the inconsistency between students’ awareness of the importance of English and their actual use of the language in classroom interactions. This research aims to identify both internal and external factors affecting students’ behavior and to explore how students respond to learning difficulties. A descriptive qualitative method was employed, involving 56 tenth-grade students from Tourism and Marketing programs selected through purposive sampling. Data were collected through classroom observations and open-ended questionnaires, and analyzed using data reduction, data display, and conclusion drawing. The findings reveal that students’ behavior is influenced by internal factors, such as motivation and attention, as well as external factors, including physical and social environments. While most students demonstrate positive perceptions of English and increased confidence, many still face difficulties in actively using the language, particularly in speaking. To address these challenges, students tend to engage in peer discussions, share understanding, and utilize online resources. In conclusion, improving students’ use of English requires not only enhancing individual motivation but also creating a supportive and interactive classroom environment that encourages active participation.

THE INTEGRATION OF GENERATIVE AI AND MOBILE-ASSISTED LANGUAGE LEARNING IN ENGLISH EDUCATION: STUDENTS’ PERSPECTIVES

2026-07-31T17:21:56+07:00

This study aims to examine the impact of Generative Artificial Intelligence (GenAI) and Mobile-Assisted Language Learning (MALL) on improving English language proficiency skills students. A qualitative approach was employed, utilizing a structured questionnaire distributed to 28 respondents. Data were analyzed descriptively to explore students’ perceptions and the extent of AI integration in language learning. The findings reveal that 85.7% of participants agreed or strongly agreed that AI facilitates English language learning, enhances motivation, and accelerates the learning process. ChatGPT emerged as the most frequently used AI tool (42.9%), followed by Gemini and Cici. These results indicate that the integration of AI and MALL holds significant potential for supporting language acquisition and critical thinking development. The study provides practical implications for designing technology-enhanced learning models in higher education.

DIGITAL INTERACTIVE LEARNING WITH INTERACTIVE FLAT PANEL TO IMPROVE VOCABULARY MASTERY OF EIGHTH GRADE STUDENTS

2026-07-31T17:26:30+07:00

Many Junior High School students struggle to learn new vocabulary. This study aims to determine the effectiveness of using interactive digital learning based on Interactive Flat Panel (IFP) in improving English vocabulary mastery among eighth-grade junior high school students. Vocabulary mastery is a crucial aspect of English learning because it forms the foundation for students' comprehension, speaking, reading, and writing. However, many students still experience difficulties remembering and using vocabulary appropriately. Therefore, more engaging, interactive learning media are needed, capable of increasing student motivation. This study used a quasi-experimental approach, involving two groups: an experimental class taught using interactive media through IFP and a control class using conventional learning methods. The participants of this study were eight-grade students from SMP 3 Larangan, Brebes, in the academic year 2025/2026. Data were collected through vocabulary tests administered before and after the treatment (pre-test) and (post-test). Furthermore, observations were also conducted to determine the level of student engagement during the learning process. The data obtained were analysed to identify differences in learning outcomes between the two groups. This study is expected to demonstrate that the use of IFP as an interactive learning medium has a significant positive impact on improving student vocabulary mastery compared to conventional learning methods. Furthermore, this research is expected to provide practical contributions for teachers in optimizing the use of digital technology in the classroom and serve as a reference for developing more innovative, effective, and engaging English language learning. Going forward, this study is also expected to serve as a foundation for further research examining the integration of technology in language learning more broadly.

PROOF OF CONCEPT OF ANALYZING MULTIMODAL PRAGMATIC MARKERS USING QWEN VL LLM

2026-07-31T17:31:14+07:00

Pragmatic markers in spoken interaction are realized not only through lexical and prosodic resources but also through facial expression, gesture, and posture. The manual coding of such multimodal markers is labor-intensive and difficult to scale, which has constrained the systematic inclusion of multimodal evidence in pragmatic research. This study reports a proof of concept for a reproducible pipeline that supports the description and annotation of multimodal pragmatic markers using an open-weight Vision-Language Large Language Model (VL LLM), with politeness strategies (Brown & Levinson, 1987) deployed as a concrete instantiation of multimodal pragmatic markers. The pipeline was implemented on a Google Colab Pro environment with an NVIDIA L4 GPU and comprises four sequential modules. Audio is transcribed at the word level using Whisper Large-v3 with inter-word pauses of 0.5 seconds or greater marked inline. Video frames are extracted at three-second intervals using ffmpeg. Transcribed speech is segmented into propositions using hybrid punctuation-plus-LLM rules and then aggregated into speech acts via rolling-window LLM decisions. For each speech act, three sampled frames are submitted to Qwen3-VL-4B-Instruct with a structured prompt that elicits facial, gestural, and emotional descriptions and assigns Likert-scaled scores (0–5) on the four Brown and Levinson politeness superstrategies, accompanied by an evidence-grounded rationale. To accommodate the 22 GB usable VRAM ceiling, the speech recognition model is unloaded before the VL LLM is loaded. Application to a twelve-minute public-speaking sample yielded 160 propositions aggregated into 40 speech acts with full annotation coverage and no inference errors. Bald On-Record emerged as the dominant superstrategy in 62.5% of units, consistent with the assertive declarative register of motivational public speaking, while multi-label scoring revealed substantial strategy blending across half of the corpus. Diagnostic flagging identified 20.0% of units as warranting expert review. The contribution of the study is methodological: the pipeline demonstrates technical feasibility and structural tractability for multimodal pragmatic annotation, providing a reproducible foundation for subsequent inter-rater validation and fine-tuning work.

INVESTIGATING TEACHERS’ PERSPECTIVES ON CHALLENGES OF CULTURALLY RESPONSIVE PEDAGOGY IN ELT

2026-07-31T17:36:53+07:00

This study investigates teachers’ perspectives on the challenges of implementing culturally responsive pedagogy (CRP) in English Language Teaching (ELT) within the Indonesian context. As English is widely taught as a global language, the need to integrate learners’ cultural backgrounds into teaching practices has become increasingly significant. However, despite its recognized importance, the implementation of culturally responsive pedagogy remains limited due to various pedagogical, institutional, and contextual constraints. This study aims to explore the challenges faced by English teachers and to understand how these challenges affect their teaching practices. A qualitative research design was employed, involving semi-structured interviews, classroom observations, and document analysis. The participants consisted of English teachers from secondary schools who were selected purposively based on their teaching experience. Data were analyzed using thematic analysis to identify patterns related to teachers’ experiences and perceptions. The findings reveal that teachers encounter several major challenges, including limited understanding of culturally responsive pedagogy, lack of culturally relevant teaching materials, rigid curriculum requirements, and the dominance of Western cultural content in ELT resources. Additionally, institutional factors such as limited professional training and lack of support further hinder the effective implementation of CRP. The study concludes that although teachers acknowledge the importance of culturally responsive pedagogy, its implementation is still constrained by systemic and practical barriers. Therefore, there is a need for continuous professional development and curriculum reform to support teachers in integrating culturally responsive practices effectively in ELT classrooms.

Exploring Junior High School Students’ Experiences of Self-Confidence in AI Chatbot-Assisted Speaking Activities

2026-08-04T15:14:56+07:00

Artificial Intelligence (AI) chatbots have become an increasingly discussed topic in English Language Teaching (ELT), mainly because they can support speaking practice and help reduce students’ anxiety. However, many studies in this area still focus on easily measurable outcomes, such as speaking scores or performance improvement, with less attention to how students actually experience the learning process and develop their confidence. This study explores junior high school students’ experiences of AI chatbot-assisted speaking activities and their perceptions of self-confidence during the process. A small-scale qualitative approach was used in a classroom setting. Data were collected through students’ short reflective responses after the speaking activities. The findings indicate that AI chatbots can create a more supportive environment for speaking practice. Some students became more willing to participate because they felt less pressure when practising with the chatbot. Even so, their confidence did not develop in a fixed way. Several students still felt hesitant and worried about making mistakes, showing that self-confidence remained dynamic during the learning process. This study suggests that AI tools in ELT should not only be viewed in terms of measurable learning outcomes, but also from the perspective of students’ learning experiences. The findings offer practical insights for teachers who plan to use AI chatbots as supportive tools in junior high school speaking classrooms.

Ways to Overcome Problems in Writing Literature Review: English Education Postgraduate Students’ Point of View

2026-08-04T15:17:56+07:00

Writing a strong thesis in an academic setting is a significant task that must be completed before graduating. Thesis writing is a distinct genre with its own norms, regulations, and criteria. Graduate and master’s degree candidates must not only fulfil the prerequisites for this field, but also demonstrate proficiency in a language other than their native tongue, in this case is English. Therefore, the purpose of this study was to determine how to help Indonesian EFL learners who were writing literature reviews for their master’s theses in English majors get over their writing challenges. Six interviewees participated in this study using the qualitative descriptive research approach. This study’s findings indicated that there were three approaches. These included the requirement for assistance in drafting literature reviews, the use of artificial intelligence (AI) to identify the literature review, and the creation of a mental map of the theoretical framework. To address these approaches, the following steps must be taken. Improving training in research methodologies, improving access to academic resources, and offering a handbook with specific advice on completing literature reviews are a few of them. After that, let the pupils to become more familiar with artificial intelligence and its uses.

Navigating Equity in Personalized ELT: Differentiated Instruction in One-on-One Private Tutoring

2026-08-04T15:21:28+07:00

This study investigates how a tutor exercises pedagogical flexibility to navigate educational equity through differentiated instruction in a one-on-one private English tutoring context. While differentiated instruction has been widely explored in formal classroom settings, its role in individualized tutoring as a form of compensatory education to address socioeconomic disparities remains underexamined. This research adopts a qualitative case study design involving two fifth grade students with polar opposite profiles: one with high socioeconomic status and extensive English exposure from a private school, and another with low socioeconomic status from a public school facing limited resources and irregular attendance. Data were collected through participant observation, semi structured interviews, and the tutor reflexive journals to capture instructional decisions and students learning responses. The data were analysed using thematic analysis to identify patterns in how instruction is adapted to bridge specific learning gaps. Predicted results indicate that by tailoring content and processes through methods such as using kinaesthetic storytelling for the active learner and visual gaming-based scaffolding for the shy learner the tutor can effectively optimize holistic skills. The findings are expected to demonstrate that differentiated instruction in private tutoring functions as a targeted support mechanism and a meaningful space for reducing educational inequality. This research implies that radical personalization is essential in providing a fair learning trajectory for students regardless of their socioeconomic backgrounds.

ENGLISH TEACHERS` PROFESSIONAL DEVELOPMENT STRATEGIES IN INDONESIA

2026-08-05T17:49:32+07:00

In effort to be a developed country in the one hundred years of Indonesians` independence, Indonesia must have good education to create better Indonesia golden generations. One way to do so, Indonesia must improve its teacher’s quality including English teachers. There are not many articles discussing English teachers’ development strategies and this article aims to analyse the strategies which are planned by Indonesian`s government to develop English teachers` quality. Through library research method, it is found there are at least six strategies to develop English teachers like preparing teacher candidate, carrying out a strict teacher recruitment, providing ongoing teachers professional development, improving teachers` prosperity, providing teachers with advanced technology mastery, and Improving education curriculum.

STUDENTS’ PERCEPTION TOWARDS SPARK DIGITAL PLATFORM IN ENGLISH LANGUAGE LEARNING

2026-08-05T17:53:29+07:00

Digital learning has been integrated into English language learning. SPARK is a digital platform from National Geographic Learning that could enhance students’ learning activities. On that account, this study aimed to investigate students’ perceptions towards the SPARK digital platform. A qualitative approach was employed to scrutinize the perceptions of 44 students from a senior high school in Medan, North Sumatera Province, who consented to complete questionnaires and 3 students for in depth-interview. The mean age of the participants was 16 years, with 27 females and 20 males. Data were collected using a 13-item Self-Determination Theory (SDT) questionnaire and an 8-item Technology Acceptance Model (TAM) questionnaire. The result revealed a high level of students’ perceptions regarding the use of the SPARK digital learning platform. Furthermore, the findings indicated that the SPARK digital platform can refine the quality of the students’ learning. These research findings serve as a valuable guide for the English teachers in establishing and planning a strategy to improve the level of effective teaching learning process. This will enable the full implementation of the digital learning practice.

Teachers' Ingenuity in Creating Digital Media for ELT: A TPACK-Based Examination in the Indonesian EFL Setting

2026-08-05T17:57:12+07:00

Using a Technological Pedagogical Content Knowledge (TPACK) lens, this study investigates teachers' inventiveness in creating digital media for ELT in the Indonesian EFL environment. Purposively chosen in-service EFL teachers who were actively utilizing technology participated in a qualitative multiple-case research. Semi-structured interviews, repeated classroom observations of media implementation, and document/artifact analysis (e.g., lesson plans and digital outputs) were used to triangulate the data. TPACK domains were mapped using thematic analysis. Multimedia presentations, videos, learning management systems, and interactive applications for quizzes, debate, collaboration, and feedback were all included by teachers into lesson planning and classroom practice. Instead than creating completely new tools, creativity was most noticeable when current platforms and online resources were modified into contextually appropriate materials and activities. Time demands, disparities in student digital competence, unequal device access, connectivity issues, and deficiencies in technology-focused professional preparation were among the reported difficulties. In order to overcome these obstacles, educators prepared ahead of time, reused resources, made use of the technology that were available, and participated in peer support and training. Although they remained mostly adaptable, TPACK-informed teachers' inventiveness in digital media creation encouraged participation and interaction in Indonesian ELT. To enable more transformative TPACK enactment, infrastructure and professional development must be strengthened.

DESIGNING AI-BASED GAMIFICATION TO ENHANCE ELEMENTARY SCHOOL STUDENTS’ MOTIVATION, READING COMPREHENSION AND PROBLEM SOLVING SKILLS

2026-08-05T18:03:47+07:00

This study aims to design and examine an AI based gamification model for elementary school English learning, particularly to support students motivation, reading comprehension, and problem solving skills. The study used a mixed methods approach with a Design and Development Research orientation supported by the ADDIE model. AI tools were used under teacher control to design short reading texts, crossword tasks, word and picture puzzles, storybooks, missions, quests, feedback, vocabulary support, and decision making activities. The model was implemented in an experimental class, while a control class received conventional instruction. Students motivation was examined descriptively through observation sheets based on Ryan and Deci Self Determination Theory and supported by interviews, whereas reading comprehension and problem solving were examined through pretests, posttests, analytic rubrics, and SPSS analysis. In this simulated reporting model involving 30 students in each class, the experimental class obtained a motivation observation score of 84.86 in the very high category, while the control class obtained 75.42 in the high category. Reading comprehension scores were 81.93 and 70.80, and problem solving scores were 78.33 and 69.37 for the experimental and control classes respectively. SPSS analysis showed significance values of .000 for reading comprehension and problem solving. The study concludes that teacher mediated AI based gamification can become pedagogically meaningful when it is age appropriate, ethically reviewed, and aligned with clear learning outcomes.

INTEGRATING ENGLISH PODCASTS TO FOSTER INTRINSIC MOTIVATION: A PRELIMINARY STUDY FOR A MOTIVATION-BASED LEARNING MODEL

2026-08-05T18:06:44+07:00

This study explores students’ perceptions of English-language podcasts as a medium to enhance listening skills in EFL settings. The objectives were to identify which aspects of listening students feel most supported by podcasts, to surface the enablers and barriers that shape those perceptions, and to derive design implications for podcast-based listening activities. Adopting a qualitative, descriptive–interpretive approach, data were gathered through an online questionnaire combining short prompts and open-ended responses, then analysed using reflexive thematic analysis. Findings indicate that students regard podcasts as authentic input that fosters vocabulary growth and prosodic awareness (pronunciation/intonation) when certain conditions are met. The most significant enablers include: (a) topic relevance and intentional curation aligned with learners’ interests and needs; (b) availability of transcripts or concise glossaries to ease comprehension; and (c) playback-speed control that helps manage processing load. Reported barriers relate to occasional lexical density and speech rate that outpace current proficiency. Overall, podcasts are perceived as motivating and flexible, especially when embedded in tasks that make goals explicit (e.g., guided vocabulary work, brief oral summaries, or targeted shadowing for prosody). The study shifts the focus from whether podcasts are effective to under what teaching conditions they are, and shows how curation, scaffolding, and learner agency can make podcast-based listening engaging and instructionally valuable.

EXPLORING CANVA-BASED DIGITAL STORYTELLING FOR EFL WRITING MOTIVATION IN SECONDARY CLASSROOMS

2026-08-05T18:12:07+07:00

Digital platforms have increasingly shaped the way language teachers design and deliver writing instruction in EFL classrooms. This study aims to describe the use of Canva as a digital storytelling medium to enhance writing motivation among high school EFL learners. A descriptive qualitative approach was employed, involving 30 tenth-grade students at a public high school in Central Java, Indonesia. Data were collected through classroom observations, writing-motivation questionnaires, and semi-structured interviews conducted during a six-week storytelling assignment using Canva. The findings indicate that students demonstrated increased enthusiasm, creativity, and confidence in writing after engaging in Canva-based activities. Students reported that the visual features, ease of use, and creative freedom offered by the platform reduced their anxiety about writing assignments. Further classroom observations revealed higher levels of active participation and collaborative engagement compared to conventional writing sessions. This study concludes that Canva is a practical and accessible digital tool for fostering writing motivation in secondary school EFL classrooms, particularly in schools with limited technological infrastructure. These findings contribute to the growing body of literature on technology-supported language learning and offer practical insights for ELT practitioners seeking to integrate digital media into writing instruction. Further research is recommended to examine the long-term impact of Canva-based learning on EFL writing performance.

THE USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING AND LEARNING: AN ANALYSIS

2026-08-05T18:14:13+07:00

The use of technology in English Language Teaching has changed the way we teach and learn. Technology is really important for teaching English. We have tools like computer programs, virtual classrooms, phone apps, and Artificial Intelligence that help people communicate better, be more creative, and actually use what they learn. This paper looks at how technology is used in English Language Teaching, what is good about it, how it is used in real life, and what problems we might have. We looked at what other people have written about this topic by reading studies from 2016 to 2026 that we found on websites like Google Scholar, ERIC, and Scopus. What we found out is that technology helps people work together, be more interested, and learn at their own pace. For this to work, teachers need to learn how to use the technology, and we need to have good computers and internet. The study showed that technology can be really helpful if we use it correctly. It can help with teaching methods, help people learn English better, and help English teachers learn new ways to use technology in real-life situations. English Language Teaching and technology can work well together. Technology, in English Language Teaching, is a thing.

MASTER’S STUDENTS’ PERCEPTIONS OF PEER ASSESSMENT IN ENHANCING SPEAKING PERFORMANCE AT UNIVERSITAS NEGERI SEMARANG

2026-08-05T18:19:59+07:00

Assessment plays an important role in language learning as it supports students’ development through formative practices. In EFL contexts, peer assessment has been widely used as a student-centred approach that engages learners in evaluating and providing feedback on their peers’ performance. Although previous studies have highlighted its potential benefits, issues related to students’ perceptions and challenges in its implementation, particularly in speaking contexts at the master level, remain underexplored. This study aims to investigate master students’ perceptions of peer assessment in enhancing speaking performance in an EFL context. This study employed a quantitative approach with a descriptive survey design involving thirty master’s students in an English Education program. The participants were selected using purposive sampling based on their experience in peer assessment activities. The data were collected through a Likert-scale questionnaire consisting of items measuring peer assessment and perceived speaking performance. The instrument was developed based on relevant theoretical frameworks and administered using a five-point scale. The data were analyzed using descriptive statistics (mean, standard deviation, and percentage) to describe students’ perceptions, and Pearson correlation analysis to examine the relationship between peer assessment and perceived speaking performance. All analyses were conducted using JASP software to ensure accuracy and reliability. The findings of this study are expected to contribute to the development of effective peer assessment practices in EFL speaking classrooms.

Mapping the Impact of ChatGPT on EFL Learners’ Writing Skills and Motivation: A Scoping Review

2026-08-05T18:24:36+07:00

This scoping review synthesizes empirical evidence on the impact of ChatGPT on English as a Foreign Language (EFL) learners' writing skills and motivation across 24 studies published between 2023 and 2025. Using Arksey and O'Malley's scoping review framework, this review examines how ChatGPT-assisted instruction affects writing proficiency outcomes and learning motivation across diverse educational contexts. Findings reveal consistent improvements in writing quality dimensions including grammar, organization, coherence and cohesion, and vocabulary among EFL learners utilizing ChatGPT. Research demonstrates significant positive effects on learner motivation, particularly through enhanced engagement, reduced writing anxiety, and increased intrinsic motivation. However, critical gaps persist regarding long-term sustainability of learning gains, optimal pedagogical implementation strategies, and mechanisms underlying differential effectiveness across learner populations. This review identifies that ChatGPT's effectiveness is substantially mediated by instructional design quality, with structured prompts and teacher-guided implementation producing superior outcomes to unguided exploration. Recommendations emphasize cautious adoption within comprehensive pedagogical frameworks that position ChatGPT as a supplementary tool complementing rather than replacing human instruction.

Mapping TPACK Competence Among Pre-Service English Teachers in EFL Classrooms

2026-08-05T18:28:57+07:00

The integration of digital technology in education has transformed the way English as a Foreign Language (EFL) is taught and learned. In contemporary classrooms, teachers are expected not only to master subject content and pedagogy but also to integrate technology effectively into instructional practices. This expectation has become increasingly important for pre-service English teachers who are preparing to teach in technology-enhanced learning environments. Technological Pedagogical Content Knowledge (TPACK) provides a useful framework for understanding the knowledge and competencies teachers need to integrate technology into teaching meaningfully. This article discusses the concept of TPACK and maps the competence of pre-service English teachers in EFL classrooms. It explores the dimensions of TPACK, challenges faced by pre-service teachers, factors influencing their competence, and strategies for improving TPACK development in teacher education programs. The discussion highlights the importance of strengthening technological, pedagogical, and content knowledge simultaneously to prepare future English teachers for the demands of 21st-century education.

DEVELOPING WORDWALL GAMIFICATION TO REDUCE EFL STUDENTS’ GRAMMAR ANXIETY IN TISA ISLAMIC SECONDARY SCHOOL

2026-08-05T18:31:32+07:00

Grammar anxiety is a significant affective barrier for EFL learners in Indonesian Islamic secondary schools, where traditional drilling methods often increase students’ fear of making errors and hinder oral production (Ahmad, 2020; Mahmud & German, 2021). Grounded in Krashen’s (1982) Affective Filter Hypothesis, this Research and Development (R&D) study aimed to develop and test the effectiveness of Wordwall gamification to reduce grammar anxiety among eighth-grade students at Tisa Islamic Secondary School. Using the 4D model (Thiagarajan et al., 1974), the study involved 10 students selected through purposive sampling. Data were collected via an adapted Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986), expert validation sheets for media and material, observation checklists, and pre-post grammar tests on Simple Present Tense. Results showed the three developed Wordwall games—Match Up, Quiz, and Open the Box—were rated “Very Feasible” by media (92%) and material (88%) experts after revisions incorporating Islamic values and audio support. A paired sample t-test revealed a significant reduction in grammar anxiety scores from M = 3.81, SD = 0.62 (High) to M = 2.14, SD = 0.41 (Low), t(29) = 11.34, p <.001, with a large effect size d = 2.07. Students’ grammar scores also increased by 28.3%. The findings indicate that Wordwall gamification effectively creates a low-anxiety environment by shifting students’ focus from fear of error to engagement in play and positive reinforcement. This medium aligns with the Merdeka Curriculum’s principle of joyful learning and is recommended for EFL teachers in similar contexts to address affective barriers in grammar instruction.

AI-ENABLED FORMATIVE EVALUATION IN EFL WRITING: POSSIBILITIES AND TEACHING CHALLENGES

2026-08-05T18:35:32+07:00

Given this increasing trend of integrating artificial intelligence (AI) into education, the methods used for assessment in EFL writing classrooms are also changing. This paper explores the uses and challenges of integrating AI in formative assessment of writing. Drawing upon recent qualitative research in formative assessment and AI-enabled feedback, this review is grounded on a conceptual framework through literature published during the period from 2020 to 2025. This paper focuses on the various ways in which AI tools can be used to create writing as well as how this may impact assessment practices.

The analysis’ results reveal that AI tools can make formative assessments more efficient and accessible. They allow students to receive quicker feedback, edit more frequently, and be a more active part of their learning journey. In many cases, AI also supports educators in providing them with automatic but uniform feedback on common writing problems that arise in large classes. However, they still have certain limitations with more complex writing-related aspects like argumentation, audience-context consideration, and idea expression. In addition, there are fears that students may become too reliant on AI or use it without a sufficient understanding of the feedback provided.

Thus, this work promotes an equilibrated model where AI is used to provide basic feedback, but human educators carry on the responsibility of nurturing knowledge comprehension and interpretation. To finish, the use of AI in EFL writing assessment is beneficial, as long as it needs to be wisely adopted so that it serves meaningful learning instead of replacement.

EXPLORING STUDENTS’ PERCEPTIONS OF TECHNOLOGY-ENHANCED ENGLISH SPEAKING AND ITS INFLUENCE ON STUDENTS' CONFIDENCE IN PEMALANG REGENCY

2026-08-05T18:39:52+07:00

Speaking is often perceived as one of the most challenging skills for EFL learners. Nowadays, the integration of technology in language learning has increased impressively, but the students’ perceptions and its impact on their confidence remain underexplored. This study aims to explore students’ perceptions of technology-enhanced English speaking and examine how it influences their confidence. This study employs a qualitative case study. Some vocational high school students in Pemalang Regency were observed in different classroom teachings. To explore students’ perspectives on technology-enhanced English speaking, they were interviewed after the class observation ended. Data triangulation was used to make sure the data were valid and acceptable. The findings revealed that students generally have positive perceptions of technology-enhanced speaking learning. The use of technology serves a more engaging and supportive learning environment, which helps students improve their confidence in speaking English. However, the effectiveness of the technology depends on how it is implemented in the classroom. This study gives a deeper understanding of the role of technology in shaping students’ affective responses and offers pedagogical implications for improving speaking learning in the EFL classroom.

EMPOWERING FIRST-YEAR UNIVERSITY STUDENTS’ LITERACY THROUGH ICT-SUPPORTED READING AND WRITING ACTIVITIES

2026-08-08T11:34:05+07:00

This study explores the potential of integrating Information and Communication Technology (ICT) into reading and writing activities to support the development of English language literacy among first-year university students. The preliminary research was carried out in a private university in Bandung, West Java, involving 40 students and 2 lecturers from Reading and Writing classes. This early phase of a larger dissertation project aims to identify students’ and lecturers’ perceptions of ICT tools in enhancing literacy learning in the EFL context. A qualitative approach was used, combining classroom observation, questionnaires, and semi-structured interviews. The focus was on how students engage with digital tools, how these tools support their literacy practices, and what challenges they encounter. Two ICT applications, BBC Learning English and Busuu, were observed as commonly used platforms to assist students’ reading and writing development.

Initial findings indicate that students perceive ICT as beneficial in building vocabulary, improving reading comprehension, and strengthening writing fluency. They also found digital tools helpful for independent learning and more engaging than traditional methods. Lecturers reported increased student motivation, better classroom interaction, and improved learner autonomy when technology was integrated into their instructional practices. These early insights suggest that ICT-supported literacy activities can play a crucial role in empowering students’ English language learning, particularly in the integration of reading and writing. The study underlines the importance of designing ICT-based pedagogy that is both meaningful and accessible. Further stages of the research will delve deeper into pedagogical strategies, student outcomes, and long-term impacts on literacy development in Indonesian higher education.

ENHANCING CRITICAL THINKING, COMMUNICATION SKILLS, AND SUSTAINABILITY AWARENESS THROUGH MARITIME ENGLISH INSTRUCTION

2026-08-08T11:40:43+07:00

This study aims to examine the effectiveness of sustainability-based Maritime English instruction in enhancing cadets’ critical thinking, communication skills, and sustainability awareness. A mixed-methods design was employed involving 62 cadets from a maritime institution. One class (19 cadets) was used for instrument try-out, while the remaining 43 cadets participated in the main study. Data were collected through a Likert-scale questionnaire, classroom observations, and semi-structured interviews. The instrument was validated using corrected item-total correlation and demonstrated high reliability (Cronbach’s Alpha = 0.96). The normality test indicated that all data were normally distributed (p > 0.05). The quantitative findings revealed high levels of critical thinking (M = 4.12) and communication skills (M = 4.05), as well as very high sustainability awareness (M = 4.28). Correlation analysis showed strong positive relationships among the variables. The qualitative analysis further identified key themes of engagement, confidence, and sustainability awareness, indicating that students were actively involved, more confident in communication, and more aware of environmental responsibilities. These findings suggest that sustainability-based Maritime English instruction provides a meaningful and contextual learning experience that enhances cognitive, linguistic, and affective domains. However, the study is limited by its descriptive design and relatively small sample size. Future research is recommended to employ experimental approaches and broader samples to strengthen the generalizability of the findings.

DIAGNOSING EFL STUDENT READINESS FOR ACADEMIC WRITING PROJECTS

2026-08-08T11:45:32+07:00

This study investigated students’ initial academic writing competence and learning readiness before participating in a Research Method in ELT course designed through project-based learning and differentiated instruction. The study was motivated by the need to identify students’ academic writing problems at the beginning of instruction so that classroom support could be planned more accurately. A descriptive diagnostic design was used. The participants were thirty-five undergraduate students enrolled in an ELT research method course at a private university in Central Java. Data were collected through a diagnostic questionnaire covering academic writing knowledge, research and methodological readiness, learning readiness, self-regulation, learning preferences, motivation, and open-ended responses. The quantitative data were analyzed descriptively, while the open-ended responses were interpreted thematically. The findings showed that students had moderate overall readiness for academic writing. They showed stronger readiness in motivation, awareness of the importance of academic writing, openness to feedback, and willingness to collaborate. However, they still faced serious challenges in synthesizing academic sources, formulating researchable problems, selecting appropriate research instruments, managing long term academic projects, and working independently. The learning preference data also indicated that students needed step by step guidance, model texts, lecturer feedback, peer discussion, and visual organizers. These findings suggest that diagnostic assessment is essential for designing responsive academic writing instruction. The study concludes that students’ initial needs should be used as the basis for differentiated scaffolding, project-based writing activities, and meaningful academic support in ELT higher education.

BEYOND WORDS: DYNAMIC VISUAL SCAFFOLDING AS A TOOL FOR MEANING NEGOTIATION IN CLIL CLASSROOMS

2026-08-08T11:51:46+07:00

The current study examines the role of dynamic visual scaffolding (video, animation) in facilitating meaning negotiation in Content and Language Integrated Learning classrooms with a particular focus on fifth grade students in an International Class Program. While CLIL pedagogy emphasizes interaction as a key mechanism for integrating content and language learning, limited attention has been given to how visual resources support the process of meaning making beyond verbal communication. This study aims to investigate how dynamic visual scaffolding is used in teacher-student interaction and how it contributes to the negotiation of meaning among learners. A qualitative design is employed, using classroom observation and discourse analysis to capture naturally occurring interaction in CLIL settings. Data are analyzed through a micro-interactional approach focusing on turn taking, repair sequences, and scaffolding strategies. The findings are expected to show that visual scaffolding, including gestures, images, and visual representations, plays a significant role in enhancing comprehension, encouraging participation, and supporting learners in resolving communication breakdowns. It is also anticipated that visual scaffolding provides alternative pathways for learners with limited language proficiency to actively engage in classroom interaction. This study contributes to a deeper understanding of multimodal learning in CLIL contexts and highlights the importance of integrating visual resources to promote meaningful interaction and effective learning.

EXPLORING STUDENTS’ EXPERIENCE OF USING CHATGPT AS A LEARNING MEDIUM TO IMPROVE SPEAKING SKILLS

2026-08-08T11:59:56+07:00

This study explored how ChatGPT supports the development of students’ speaking skills in English learning. Speaking is often considered one of the most challenging skills for English learners due to limited opportunities for practice and low confidence in expressing ideas orally. In response to this issue, the use of digital learning tools is considered important to provide additional support for students outside the classroom environment. This research involved fives of university students and employed a qualitative case study design. Data were collected through semi structured interviews to explore students’ experiences, perceptions, and challenges in using ChatGPT for speaking practice. The collected data were then analyzed using case data design to identify recurring patterns related to speaking development and learning experiences. The findings is expected to that ChatGPT assists students in improving their speaking skills by providing accessible and flexible practice opportunities, increasing confidence, and encouraging independent learning. In addition, students is expected to reduced anxiety, hesitation, and embarrassment when practicing English speaking through the application, which made them more willing to communicate in English. In conclusion, this study indicates that ChatGPT has a positive contribution to students’ speaking skill development by serving as an effective supplementary learning medium in English language learning.

UNDERSTANDING ENGLISH TEACHER’S EXPERIENCES IN TEACHING LOW-MOTIVATION STUDENTS IN VOCATIONAL HIGH SCHOOL: A NARRATIVE INQUIRY

2026-08-08T12:08:20+07:00

In the context of English language teaching (ELT), students’ low-motivation is one of the significant challenges that need to be studied. In Indonesian vocational high school context, the general curriculum is designed to prepare students for specific future career by emphasising practical skills. As a result, academic subject, such as English, is perceived as less relevant and that influences students’ motivation in learning English. This study aims to uncover the interpretation of teacher’s perception and experiences in teaching low-motivation students, particularly in vocational high school context. This study employs a qualitative research approach adopting a narrative inquiry design to explore teacher’s experiences and perception in teaching low-motivation students. The design focuses on the individual’s story as the source of data (Clandinin & Connelly, 2000). Participant is a teacher in vocational high school selected by purposive sampling. The data were collected through in-depth interviews to elicit teacher’s personal stories and experiences. The study highlights that teaching low-motivation students is an emotionally demanding experience in both emotional and professional areas. The challenges result to the belief shift from an idealistic mindset to the realistic perspective. This study reveals that there are several factors influencing students with low-motivation, such as have job-oriented mindset, the excessive use of gadget, peer influence, unsupportive school environment, and lack of perceived relevance of English.