Erudita: Journal of English Language Teaching
Journal title Erudita: Journal of English Language Teaching Abbreviated key-title Erudita: J ELT Frequency Two issues per year (May & November) DOI Prefix 10.28918 by Online ISSN 2809-2465 Print ISSN 2809-2023 Editor-in-chief Ahmad Burhanuddin Publisher Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan Citation Analysis Scopus Citedness | Google Scholar | Garuda | Sinta | Dimensions | DOAJ Erudita: Journal of English Language Teaching (e-ISSN: 2809-2465 and p-ISSN: 2809-2023) is a peer-reviewed and open access journal that has the horizons of English language teaching (ELT). This journal has the Focus and Scope of presenting and discussing outstanding contemporary issues dealing with English language teaching. Erudita: Journal of English Language Teaching is published every May and November by English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia. The journal publishes manuscripts within the fields of English as a first, second, or foreign language teaching and learning, curriculum design and development, teacher professional development, technology-enhanced language learning, innovation in ELT, English for specific purposes, language testing and assessment, intercultural and multicultural education, multimodality, literature and teaching, and textbook analysis. Erudita: Journal of English Language Teaching is nationally accredited by the Directorate General of Research and Development, the Indonesian Ministry of Higher Education, Science, and Technology, with Sinta 4 based on Decree No. 10/C/C3/DT.05.00/2025, which is valid for five years and enacted on Volume 2, Issue 1, 2022 to Volume 6, Issue 2, 2026.
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
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Evaluating the feasibility of ‘InterpreLab’: a technology-assisted tool for interpreting practice in higher education
The use of technology-assisted tool for interpreting training has been widely used. In early development of interpreting skills, technology can be used to support the in-class limited activities with a more flexible practice. ‘InterpreLab’ emerges as a technology-assisted platform designed to support introductory interpreting training in higher education. This platform can be used as one of the solutions for these critical issues in interpreting pedagogy. This research explores: (1) the feasibility of the ‘InterpreLab’ in interpreting course, and (2) the students’ concerns regarding the use of ‘InterpreLab’ for interpreting practice. This mixed-methods research evaluates learners’ perceptions with the platform’s key features. The findings show that ‘InterpreLab' are generally feasible for supporting the teaching of interpreting. This area is measured in six dimensions, including: interface and visual appeal, usability, content quality, audio and text-to-speech technology, instructional effectiveness, and overall feasibility. Nevertheless, learners also described challenges related to audio and text-to-speech quality issues, navigation and interface limitations, need for feedback, and content availability and variety. The study also highlights the importance of lecturer mediation and curriculum integration in ensuring meaningful adoption of digital tools in interpreting classrooms. These results contribute to ongoing discussions on technological supports in interpreting pedagogy and offer design recommendations for improving ‘InterpreLab’.
Copyright (c) 2026 Wildi Adila, Ikke Pratama, Muhammad Azfa Alfarisi https://creativecommons.org/licenses/by-sa/4.0
Fostering students’ critical thinking through literary criticisms: A student perception study
Although critical thinking is an essential educational goal, it is increasingly endangered. Critical thinking can be effectively developed through literary analysis, particularly through modern theories that look at how literature interacts with psychology, historical and social contexts, and power dynamics. These modern investigations improve critical thinking skills and advance conventional literary criticism. In light of these advancements, research is being done to enhance literary criticism instruction. Unfortunately, little attention was given to how literary criticism has helped students, especially Generation Alpha, develop their critical thinking abilities. This research aims not only to understand students' perspectives regarding the literary criticism class but also how this class has influenced their way of thinking. This study adopts the mixed-method approach. The 47 participants of this study are students from the Literary Criticism of English study at Universitas Bunda Mulia, consisting of 32 female students and 15 males. This study concludes that participants generally disagree that the selected literary texts are difficult and complex. They believe that reading on a screen for extended periods of time and developing deeper comprehension are the main obstacles to comprehending literary texts, rather than a lack of English language proficiency. Combining reading and watching movies with a more direct learning activity can help with the challenge of comprehending literary texts. Lastly, this study finds that literary texts that are relevant to the participants inspire them to think, reflect, and acquire life values.
Copyright (c) 2026 Putri Rindu Kinasih, Chesya Mapela Syalom Sitorus https://creativecommons.org/licenses/by-sa/4.0
Exploring students’ perspectives on gender differences in speaking anxiety among ninth-grade EFL learners
Speaking anxiety in English as a foreign language (EFL) remains a common challenge that affects students’ confidence and classroom performance. Although previous studies have widely examined speaking anxiety, less attention has been given to junior high school students, particularly in relation to gender differences. This study explores how male and female ninth-grade EFL learners experience, express, and manage speaking anxiety during English learning. A descriptive qualitative approach was employed to collect the data through classroom observations, reflective notes, and semi-structured interviews. The findings show that many students feel anxious when speaking publicly, mainly due to fear of making mistakes, negative evaluation, and peer pressure. Female students tended to express their anxiety more openly, while male students often concealed their nervousness through humor or relaxed behavior. Teacher support, frequent speaking practice, and a supportive classroom environment were identified as important factors in helping students reduce anxiety. These findings highlight the importance of gender-responsive teaching strategies that emphasize emotional support and suggest opportunities for further research on the roles of teacher intervention and cultural influences in shaping students’ speaking anxiety.
Copyright (c) 2026 Firda Aisyah https://creativecommons.org/licenses/by-sa/4.0
Eco-marine reading literacy: a conceptual framework for environmentally contextualized multimodal literacy in global EFL education
The present study proposes a conceptual framework to add environmental awareness to EFL reading literacy in terms of Eco-Marine Reading Literacy. The concepts involved are reading literacy, eco-literacy, place-based education, culturally sustaining pedagogy, the Cognitive Theory of Multimedia Learning, and multimodality theory. Instead of collecting data through direct observation, the research operates from definition to construct an entire model on theory alone that links cognitive reading, ecological content alignment, contextual-cultural basis and multimodal representation. This analysis shows that these theoretical approaches are not at odds but speak to different structural aspects of literacy. Reading literacy explains cognitive processes of comprehension, eco-literacy content oriented toward sustainability, contextual pedagogies orient learning toward local cultural realities, and multimedia theories describe how meaning is mediated in digital environments. The proposed EMRL framework combines these dimensions into a single lens through which literacy is understood as both a cognitive and socio-ecological practice. The framework offers a theoretical foundation for bridging gaps between language education; and it is flexible as well as susceptible to adaptation across ranges of education. This study fills a part of the gap in EFL literacy by adopting an ecologically situated learning to interpret digitally enhanced 21st century literacy.
Copyright (c) 2026 Nyak Mutia Ismail https://creativecommons.org/licenses/by-sa/4.0
The disparity between beliefs towards oral interaction and classroom performances: the case of senior secondary school EFL teachers’ in Bishoftu city administration, Ethiopia
Teachers’ attitudes direct their actions in classrooms. However, there are conditions impeding them to perform accordingly. Hence, this study investigates the contradiction between senior secondary school EFL teachers’ attitudes on the significances of oral interaction in promoting students’ language proficiency and their classroom performances. It also aims at spotting the challenges which obstruct the teachers to employ oral interaction the ways they perceive it should be. To do so, qualitative approach, case study design was used. Data were gathered from six purposefully selected senior secondary school EFL teachers through observations and interviews. The data obtained were organized thematically and analyzed qualitatively. The results show that although senior secondary school EFL teachers recognize the significance of oral interaction in advancing students’ English language proficiency, they do not use oral interaction as a methodological tool during instructions. The main obstructions that impede them are related to the students, the classroom facilities, the instructional materials, and the teachers themselves. The results have dual implications: first, they contribute to the emergent body of research on the deteriorating students’ oral proficiency skills and teachers’ methodological acquaintances. Second, they justify the necessity for prerequisite actions worth taken to help teachers in solving the problems before assigning the entire responsibility to them for students’ low English language proficiency.
Copyright (c) 2026 Tesfa Bella, Abebe Damtew Berlie https://creativecommons.org/licenses/by-sa/4.0
TikTokisation and YouTubefication of learning contents and students’ learning outcomes in Spoken English
This study examines the potential of social media platforms, specifically TikTok and YouTube, in enhancing the spoken English proficiency of Nigerian students. Using a pretest-posttest quasi-experimental design, the study compared three groups: one exposed to TikTok (TikTokisation), one exposed to YouTube (YouTubefication), and a control group taught with conventional methods. The research assessed the effectiveness of these platforms in improving spoken English skills and explored students’ attitudes toward using them as learning tools. The results revealed significant improvements in spoken English achievement for both the TikTok and YouTube groups compared to the control group, with mean scores of 41.23 and 42.56, respectively, surpassing the conventional group’s score of 35.43. However, no significant differences were found in the students’ attitudes toward learning English between the experimental and control groups. These findings suggest that while TikTok and YouTube are effective tools for enhancing language proficiency, they do not significantly alter students' overall attitudes toward learning. The study highlights the potential of integrating digital platforms with traditional learning methods to improve spoken English proficiency and recommends further research into strategies that can foster more positive attitudes toward language learning.
Copyright (c) 2026 Kehinde Olufemi Ogunyemi, Deborah Oluwafunmiso Mohammed https://creativecommons.org/licenses/by-sa/4.0
Narratives of Indonesian pre-service English teachers’ agency in international teaching practicum
Teacher agency is a central component that highly influences a teacher’s perspective and practices. Despite extensive research on teacher agency among pre-service teachers, limited understanding of teacher agency within existing structures and system in education particularly in International Teaching Practicum (ITP). The present study explored narratives from two pre-service English teachers in terms of teacher agency. One participant had conducted ITP in Vietnam, while the other was in the Philippines. The data were collected through a series of semi-structured interviews. Through a thematic analysis, the results of this study indicated that the two participants transformed their teacher agency as they practiced it under the influence of various aspects, including sociocultural differences, teaching challenges, and assistance from other teachers. Teachers can transform their agency by embracing the diverse cultural backgrounds of their students and incorporating culturally relevant teaching strategies. When it comes to teaching challenges, teachers can collaborate with their colleagues to share ideas, resources, and strategies. This collaboration can be through professional learning communities, mentorship programs, or even informal conversations. Seeking assistance from other teachers can provide valuable support and fresh perspectives. It pertains entirely to building a strong network of educators who can inspire and empower each other. This study provides empirical evidence of teacher agency in ITP that may serve as a starting point for further research in the same context.
Copyright (c) 2026 Nadya Loemongga, Willy Prasetya https://creativecommons.org/licenses/by-sa/4.0
Enhancing tenth graders’ reading comprehension through the fix-up strategy in Indonesian classrooms: a quasi-experimental study
This study examines the effectiveness of the Fix-Up Strategy in enhancing tenth graders’ reading comprehension in Indonesian EFL classrooms. Although metacognitive reading strategies have been widely studied, empirical evidence on the Fix-Up Strategy in Indonesian secondary school contexts remains limited. This study investigates (1) the improvement in students’ reading comprehension after instruction using the Fix-Up Strategy and (2) the difference in reading comprehension achievement between students taught using the Fix-Up Strategy and those receiving conventional instruction. A quantitative quasi-experimental method with a matching-only pretest–posttest control group design was employed. Sixty tenth-grade students in an Indonesian private Islamic senior high school participated in the study. Data were collected using a 40-item multiple-choice reading comprehension test and analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-tests, and independent-samples t-tests. The results revealed a significant improvement in the experimental group's reading comprehension achievement (p < .001, Cohen’s d = 3.43, indicating a very large effect) and a significant difference in posttest scores between the experimental and control groups (p < .001, Cohen’s d = 1.10, indicating a large effect). These results indicate that the Fix-Up Strategy effectively enhances students’ reading comprehension and supports the integration of metacognitive reading strategies into English instruction in Indonesian secondary schools.
Copyright (c) 2026 Mirella Angelina, Annisa Astrid, Husnaini https://creativecommons.org/licenses/by-sa/4.0
Enhancing English skills of Islamic communication and broadcasting students with public speaking: opportunities and challenges
This study aims to explore the opportunities and challenges faced by students in the Islamic Communication and Broadcasting (ICB) Study Program as they strive to improve their English public speaking skills and to explain the strategies employed by both students and lecturers in overcoming these challenges. This study was motivated by the gap between English language learning, which previously focused on grammar and reading, and the real needs of ICB students in public speaking in the context of Islam and media. This study used a qualitative approach with a classroom-based research design involving 31 students in the study program. Data were collected through observation, interviews, and document analysis and analyzed thematically. The study findings demonstrate three main findings: (1) learning public speaking based on professional contexts opens up great opportunities to increase student participation, self-confidence, and communicative abilities, (2) main challenges include speaking anxiety, limited vocabulary, and lack of authentic exposure, and (3) effective strategies include a task-based approach, the use of digital technology, and active collaboration between lecturers and students. This finding confirms the need to develop a contextual and integrative English for specific purposes (ESP) curriculum for ICB students.
Copyright (c) 2025 Suciati, Ihya Nur Syamsiani https://creativecommons.org/licenses/by-sa/4.0
Empowering students: a campaign to combat fake news through literacy education
Fake news has become widely consumed by society in all circles, dealing with the intentions and dangers. This study investigates how students identify fake news and educate the community on its circulation. This study employed a qualitative approach and a descriptive qualitative design. It investigated the fake news found, how to identify it, and how to educate others about fake news. This study recruited sixty-four participants, comprising students who had been educated on the characteristics of fake news and critical reading skills. To collect the data, this study used a questionnaire and interviews. The identification of fake news included several steps, which depend on the character and form of the news itself. These steps began with identifying the image or appearance of the news itself and then examining the sentence patterns used by the news to persuade readers to believe it. In addition, they were also willing and able to educate other people not to believe fake news easily. They took several steps, including educating people on how to identify the date of publication and checking the source. This study provided practical information about the steps involved in identifying and educating people about the widespread dissemination of fake news.
Copyright (c) 2025 Eros Meilina Sofa, Ahmad Burhanuddin, Mislina https://creativecommons.org/licenses/by-sa/4.0
English language teachers’ textbook use: adaptation techniques and their influence on students’ learning experiences
In the implementation of language teaching curriculum, textbooks serve an indispensable purpose. The realization of the embedded potential in textbooks or any curriculum material, however, depends on how they are used in the delivered instruction. As there are few studies in the English Language Teaching context that studied combining textbook use or adaptation with the learning opportunities it results, this study investigates the way teachers adapt textbooks and how it influences the learning experiences provided in the curriculum. A qualitative case study design was adopted based on data from larger research that investigates curriculum materials use in the middle school context. The findings revealed that the two prominent adaptation techniques the teachers used, 'addition' and 'omission', determine the potential learning opportunities. ‘Addition’ was employed to enhance ‘form-focused learning’ and to address exam-related needs and this purpose was achieved. Resulted from ‘omission, however, the appropriate balance of language skill development could not be realized, and also opportunities for higher-order thinking skills development were denied. These findings suggest that adaptation practices need to be informed by principles that steams from pedagogical theory rather than on immediate and contextual determinants for integrating the affordances within the textbook.
Copyright (c) 2025 Rahel Abraham, Ambissa Kenea https://creativecommons.org/licenses/by-sa/4.0
Ameliorating English speaking skill: students’ voice on the use of byTALK application
Speaking is a crucial skill in English learning but many students still struggle due to limited practice, low confidence, and lack of feedback. While various mobile applications support language learning, few offer real-time speaking practice, leaving a gap in tools that fully develop speaking competence. This study aimed to explore students’ voices on the use of the byTALK application to ameliorate their English-speaking skills. A qualitative approach was employed through the use of narrative inquiry, involving four English Education students from a university in Pekalongan, Indonesia. Data were garnered through self-reflection and semi-structured interviews, and analyzed using Appraisal Theory, focusing on the Affect subsystem to examine emotional responses. The findings revealed both positive and negative voices. Students expressed happiness, motivation, and confidence as they improved in comprehension, grammar, vocabulary, pronunciation, and fluency. However, they also experienced frustration, insecurity, and dissatisfaction due to limited internet access, absence of grammar and pronunciation support, and peer distractions. These findings highlight how byTALK fosters both linguistic growth and emotional engagement. This study suggests that byTALK can serve as an effective tool to support speaking skill development and promote learner autonomy in mobile assisted language learning contexts.
Copyright (c) 2025 Maryam Asyafina https://creativecommons.org/licenses/by-sa/4.0
Common writing challenges in academic English among Chinese nursing undergraduates
The study examines the most common writing challenges in Academic English faced by Chinese undergraduate nursing students. Despite meeting the general English proficiency benchmark of College English Test Band 4, many students struggle with the academic writing conventions necessary for success in university and professional nursing contexts. The analysis was based on writing samples taken throughout the term from 38 second-year nursing students from a university in Northwest China. The mistakes were categorised according to Ferris' taxonomy of errors (1995, 2002, 2012). Results show that surface-level errors, including punctuation, spelling, and mechanics, were the most common, accounting for more than one-third of all errors. However, more profound grammatical issues, particularly errors in verb form, collocation mistakes, and article omissions, had a greater impact on clarity and academic tone. The findings suggest that many errors stem from interference with the first language (L1). This study emphasises the importance of instructional strategies that focus on verb use, sentence structure, and genre-appropriate vocabulary. The article discusses practical approaches to English for Academic Purposes (EAP) instruction.
Copyright (c) 2025 Bartlomiej Kuszel https://creativecommons.org/licenses/by-sa/4.0
A photovoice study on early career EFL teachers’ professional identity construction in Indonesian Islamic primary schools
Even though teacher identity has been globally investigated by previous researchers, early career teacher professional identity construction receives scanty attention. To fill this void, the present photovoice study aims to explore how EFL teachers construct their professional identities during their early career of teaching in Islamic primary schools. Designed in participatory visual research, two early career EFL teachers in Indonesian Islamic primary schools were recruited to participate. Data were collected through photovoice method and analyzed adapting thematic analysis. Study findings demonstrate that the EFL teachers portrayed their practiced identities in their early career. These teacher identities covered teaching-practices and methodologies, socio-cultural context, teacher-student relationship, professional development and support, and personal reflections. The study carries implications for teacher education programs and the professional development of EFL educators in Islamic primary schools. Recognizing the importance of cultural and religious dimensions in teacher identity development, teacher training programs should incorporate strategies to prepare early career teachers for the professional identity construction posed by Islamic educational settings.
Copyright (c) 2025 Fachri Ali, Reza Adinul Akbar, Yulianita Listya Dewi https://creativecommons.org/licenses/by-sa/4.0
Trouble sources and students’ self-repair strategies in maintaining dynamics and understanding in online communication
The present study aims to explore trouble sources and students’ repair strategies in maintaining communication dynamics and understanding. Using a descriptive qualitative method within the framework of conversation analysis, the researcher tries to describe, explain, and interpret the data collection. The data were in the form of words, phrases, or sentences populated from genuine conversations in discussion sessions of online doctoral student class interaction at one of the state universities in Central Java. Six doctoral students in a class of language education science participated in this study. The data sources were derived from voice recordings of class interactions during discussion sessions. The data were populated through four stages of recording, viewing, transcribing, and analyzing (RVIA). The study findings demonstrate that the repair strategies involved pauses, fillers, hedges, replacement, code mixing, repetition, and expansion. Meanwhile, the trouble sources were identified as a lack of knowledge and language errors (syntax and lexical aspects). By understanding the concept of repair strategies, students had the opportunity to modify, organize, and maintain communication dynamics and understanding. Meanwhile, teachers could use the knowledge to manage the class and assist students to be more proficient in delivering their ideas efficiently and accurately.
Copyright (c) 2025 Miftachudin, Rudi Hartono, Sri Wahyuni https://creativecommons.org/licenses/by-sa/4.0
The effect of Merdeka curriculum implementation on students’ English learning motivation and interest
Although many researches have examined its application of Merdeka curriculum, Indonesian current curriculum, in teaching practice, little research has examined its psychological impact on students, especially regarding their motivation and interest in learning English. Addressing this gap, this study investigates the impact of the implementation of the Merdeka curriculum on the motivation and interest of grade X students from one of the public high schools in Mancak, Serang, Banten, Indonesia. A quantitative survey research design was used using a structured questionnaire distributed to sixty-two students. The questionnaire consisting of twenty close-ended items was based on a four-point Likert scale to measure student motivation and student learning interest. The data were analyzed using descriptive statistics, including mean, standard deviations, frequencies, and percentages. The results showed that students were highly motivated and interested in learning English through the Merdeka curriculum. Students found learning English enjoyable, meaningful, and relevant to their lives. Future studies should include qualitative methods to gain deeper insights and involve schools from different regions to further validate the findings. This study offers empirical insights for educators and policymakers to improve English language learning by implementing a flexible and student-centered approach under the Merdeka curriculum.
Copyright (c) 2025 Laili Inayatus Sholihah, Silvia Alfianti Lucky, Nurhaedah Gailea https://creativecommons.org/licenses/by-sa/4.0
Unlocking high-frequency word mastery: the application of formative assessment in English vocabulary instruction
In terms of foreign language learning, the role of vocabulary mastery is crucial for understanding course materials. However, some students still struggle with mastering English vocabulary, so formative assessment is implemented to explore students’ mastery of high-frequency words (HFWs). Thus, the aim of this research is to investigate the implementation and challenges of employing formative assessment in the learning process for students’ English vocabulary mastery on HFWs. The researcher used the descriptive case study method by conducting a semi-structured interview and observation to collect the data. One class of twelfth graders in this high school was used as the object of observation, and the English teacher and four students were recruited as interview participants. The results of the study showed that variations in formative assessment and providing feedback needed to be considered in the implementation of formative assessment for HFW mastery because all two were continuous in the success of formative assessment. Meanwhile, there were several challenges that arose when carrying out the implementation, such as time constraints, differences in student abilities, and student engagement, each of which is interrelated. These findings can improve teaching practices, emphasize the importance of formative assessment variations, feedback, and contextual HFW instruction.
Copyright (c) 2025 Dwi Yoga Prasetyo https://creativecommons.org/licenses/by-sa/4.0
Indonesian university students’ perceptions of plagiarism: understanding its consequences and the benefits of awareness
Plagiarism remains a persistent challenge in higher education, particularly within Indonesia, where linguistic barriers and academic pressures contribute to its prevalence. Although previous studies have addressed the causes and prevalence of plagiarism, limited attention has been paid to students’ understanding of its academic consequences and the benefits of such awareness. This study investigates Indonesian EFL university students’ perceptions of plagiarism, focusing on their knowledge of its consequences in research writing and the perceived advantages of understanding these repercussions. Adopting a qualitative descriptive-exploratory design with quantitative support, data were collected from twenty students through open- and closed-ended questionnaires. Thematic and descriptive statistical analyses revealed that while students showed general awareness of plagiarism’s academic and legal consequences, gaps remained in their understanding of severe penalties. Moreover, students perceived that awareness of plagiarism consequences helped them avoid academic dishonesty, boosted confidence, promoted responsible behavior, and reduced the temptation to plagiarize. These findings imply the need for more comprehensive, practical academic integrity education to strengthen students’ ethical writing practices and enhance institutional efforts to combat plagiarism.
Copyright (c) 2025 Hilyati Fitria Harahap, Arkana Hady, Sholihatul Hamidah Daulay https://creativecommons.org/licenses/by-sa/4.0
Why early exposure to language assessment matters: perceptions of fourth-semester preservice English teachers
Although language assessment literacy (LAL) has received increasing attention globally, studies on pre-service teachers’ initial awareness in the Indonesian context are still relatively limited. This study examines the perceptions of fourth-semester pre-service English teachers toward language assessment, focusing on three main aspects: their views on the initial introduction of assessment theory, their understanding of assessment practices, and the importance of assessment. Using a qualitative descriptive design, the data were collected from 58 participants through questionnaires and semi-structured interviews with 15 participants. The results showed that the participants found the initial introduction to assessment theory to be very beneficial because it increased their self-confidence and provided a structured direction in planning their future teaching. Most participants initially viewed assessment as a tool to assess students. However, after gaining an understanding of assessment principles such as validity, reliability, practicality, and washback, their perceptions changed. They began to see assessment as an important part of the teaching process. These findings underscore the importance of incorporating language assessment literacy early in the teacher education curriculum to develop reflective and assessment-literate educators. The study recommends that language assessment instruction should not only be delivered comprehensively but also contextualized in practical teaching experiences.
Copyright (c) 2025 Daud Jiwandono, Riana Permatasari, Kushardiyanti Novinda, Khairiyah Eka Januaristi https://creativecommons.org/licenses/by-sa/4.0
Development of Book Creator-assisted interactive e-book to foster EFL students’ writing skills
This study aims to create an engaging, interactive, and interesting tool to strengthen the EFL students’ writing skill. The research follows a Research and Development (R&D) methodology by using survey and questionnaires, focus group discussions, curriculum analysis, observation, student work samples and feedback forms in collecting the data. The collected data were analyzed through qualitative data analysis involving designing and creating teaching materials with Book Creator, using assistance from Bing Image Creator and Canva, testing these materials with a sample group of students, and subsequently evaluating and revising them based on feedback. The Book Creator application integrates multimedia elements like audio, video, and images to support students in grammar, vocabulary, and sentence structure. Bing Image Creator AI and Canva enhance the Book Creator application, potentially increasing students' motivation and writing proficiency. The final product consists of teaching material designed to provide students with a dynamic, creative, and enjoyable writing experience while also serving as a valuable resource for teachers. This study concludes with pedagogical implications for how interactive e-book using Book Creator can be applied as an innovative teaching media for teaching writing.
Copyright (c) 2025 Widyastuti Widyastuti, Farrah Zakiyah Anwar https://creativecommons.org/licenses/by-sa/4.0
Exploring English language teachers’ use of translanguaging in Indonesian secondary school English classrooms: reasons and purposes
Despite a growing body of research on translanguaging internationally, more studies are needed to examine secondary school teachers’ reasons and purposes of translanguaging during English lessons, especially in Outer Circle countries such as Chile, Germany, China, Vietnam, and Indonesia. This paper aims to contribute to this emerging area of interest by investigating junior secondary school teachers’ reasons for and purposes of utilizing students’ linguistic repertoires during English language instruction in the Indonesian ELT context. Data were primarily collected through interviews with three teachers working at two schools in the Special Region of Yogyakarta, Indonesia. The findings reveal several reasons for translanguaging, including limited exposure to English outside the classroom, lack of foundational English knowledge, restricted vocabulary, and diverse student learning needs and proficiency levels. Teachers reported using languages other than English to build rapport, foster a relaxed classroom atmosphere, reinforce or clarify instructions, facilitate comprehension, check understanding, and manage instructional time efficiently. These findings suggest that translanguaging can be an effective pedagogical strategy in English language classrooms, particularly in contexts with limited English exposure. The study points out the importance of incorporating translanguaging approaches into teacher education programs and recommends further research into its long-term effects on student learning outcomes.
Copyright (c) 2025 Dery Tria Agustin, Rudha Widagsa, Pramugara Robby Yana, Haris Hamdani, Yusti Sagita, Yasmin Qurrota Aini, Nikmah Tul Hasanah https://creativecommons.org/licenses/by-sa/4.0
In search of the good practices of personalized learning with ChatGPT for English test preparation
This research analyzes the good practices of ChatGPT as a supplementary tool for English test preparation. This research is a library research which used systemic literature review for the research method. This systemic literature review method highlights ChatGPT as a tool for preparing English proficiency tests like TOEFL, IELTS, and TOEIC. It offers features such as practice questions, test simulations, real-time feedback, and explanations. ChatGPT supports reading, writing, and speaking practice by generating comprehension questions, writing prompts, and conversational feedback. It helps users improve grammar, vocabulary, and coherence in writing while providing reading materials with summaries and vocabulary support. A key strength is its personalized approach, adapting materials to the learner’s level and progress. However, limitations include the inability to assess pronunciation accurately, provide certifications, or replicate real test pressure. Its responses may sometimes be inaccurate, and interactive feedback is limited. Therefore, for optimal results, users should combine ChatGPT with official test materials, real test simulations, and human guidance. The study highlights the need for further research and development to improve AI tools in language education.
Copyright (c) 2025 Tira Nur Fitria https://creativecommons.org/licenses/by-sa/4.0
Which helps me better? Students’ reasons of using online grammar-checking tools in academic writing
Recent studies have mainly focused on the student’s perceptions and the effectiveness of online grammar-checking tools during the academic writing process. The concerns related to the kind of online grammar checkers and reasons for using the tools also need to be taken into attention. This present research aims to answer the research questions which are (1) What online grammar-checking tools do students use to correct grammar in academic writing, and (2) What are the reasons behind students’ use of online grammar-checking tools in academic writing. Data were collected by face-to-face interviewing 9 students who were purposefully selected using online grammar checkers during their article writing process. The research findings revealed that (1) Online grammar checkers used by students to correct grammar in academic writing are Grammarly, QuillBot, Sider AI, and Google Docs Automatic Correction, (2) There are four reasons behind students’ use of online grammar checkers in academic writing; offering convenience and time-saving, improving accuracy and readability, helping students in the process of editing & revising the draft, and to learn and improve grammar skills. It is recommended, however, that students should manually review and correct for missed grammatical errors considering that online grammar checkers are not perfect.
Copyright (c) 2025 Anindya Alfianofita https://creativecommons.org/licenses/by-sa/4.0
The influence of L1 on the acquisition of stress and intonation patterns of English: a case in the United States
Most ESL learners have a foreign accent in their speech owing to the significant influence of their mother tongue on their production of English pronunciation. Most previous literature has stressed the segmental area that focuses on single sounds and provided an accurate list of the tricky vowels, along with the level of difficulty to be avoided. This research aimed to measure the level of awareness of teachers and learners regarding the topic, both qualitatively and quantitatively, and presented some efficient methods for presenting intonation, stress, and rhythm patterns. Additionally, the study examined the role of the curriculum in guiding the learning process and the impact of exposing learners to native speakers in defining certain variables. To collect the data, the researcher used interviews, observation, and questionnaires. There were 15 non-native and TESL Ontario-licensed teachers participating in this study, who were interviewed. The study found a significant link between the teachers’ degrees and experience and the level of awareness, tolerance to the learners’ mistakes in this area, and the curriculum focus. This study contributes to the understanding that exposing ESL learners to native speakers’ accents can help facilitate the concept of acculturation and prevent diglossia in the English language learning process.
Copyright (c) 2025 Samir Sefain https://creativecommons.org/licenses/by-sa/4.0
Fostering student engagement during teaching practicum: pre-service EFL teachers’ strategies
The lack of student engagement greatly influences the implementation of the learning process. This is very important because it refers to the pre-service teacher’s ability to manage the class so that it runs effectively and involves all students. This study explores the strategies pre-service teachers use to increase student engagement. This research was designed with a case study approach. Four pre-service EFL teachers were selected as participants in the research. In collecting data, the researcher used semi-structured interview techniques and observations through video recordings of teaching carried out by each participant. The data were analyzed using thematic analysis. The findings revealed that there were six strategies used to increase student engagement during teaching practicum, including measuring student engagement, establishing good communication between pre-service teachers and students, balancing structure and student autonomy through cooperative learning methods, promoting digital media as an innovation in the learning process, providing evaluation questions, and increasing the engagement of students with exciting activities. This study concludes with pedagogical implications for how pre-service teachers can use strategies to increase student engagement in English learning during teaching practicum.
Copyright (c) 2024 Iqlil Salsabila https://creativecommons.org/licenses/by-sa/4.0
Examining the impact of artificial intelligence (AI) tools on Saudi Arabian ESL students’ writing skills
The present study aims to determine the impact of the Artificial Intelligence (AI) tool on ESL students’ writing skills in Saudi Arabia. A mixed-method approach was designed in this study. A t-test approach was used for the quantitative research. The mean of the pre-test was 51.8, while the mean of the post-test was 79.46. The significant difference in the scores highlighted the positive influential effect of the AI tools on the ESL students’ writing skills. A focus group interview of five students was conducted for the qualitative analysis. The focus group participants discussed the following codes: AI’s impact on content organization, grammar, and vocabulary, as well as the strengths and weaknesses of the AI tools. The interview highlighted that AI tools benefited students’ learning by providing chances in writing patterns, their improvement, and their structures to show the flow of coherent patterns. There were also disparities in AI tool use, which included the possibility of coming up with content not being referred to as human-like, failure to recognize creativity, and capacity to cheat. This research can help future researchers and instructors explore how to use AI tools for writing effectively, enhancing the strengths and diminishing the possible weaknesses.
Copyright (c) 2024 Samah Abduljawad https://creativecommons.org/licenses/by-sa/4.0
Investigating the effect of chain writing method on students’ writing skills in a junior secondary school
This research aims to examine the effect of chain writing method on students’ writing skills in a junior high school situated in Banyumas, Central Java Province, Indonesia. This study was designed with quasi-experimental research since the research sample was determined employing random sampling technique. The population of this research was 256 students of the eighth grade in the junior secondary school. Data were garnered used pre-test and post-test after giving a treatment. The data were analyzed using normality test, homogeneity test, and hypothesis test. Based on the hypothesis test, the significance level was < 0.05. In this research the Sig. 2-tailed was 0.000. The Sig. 2 tailed 0.000 < 0.05. Study results demonstrate that there was a significant effect of the chain writing method application on the students’ writing skills. The statistical attainment indicated that H0 was rejected, and Ha was accepted. This study concludes with pedagogical implications for how chain writing can be applied as an innovative teaching method for teaching writing, particularly for secondary school students.
Copyright (c) 2024 Neta Puspitasari, Windhariyati Dyah Kusumawanti https://creativecommons.org/licenses/by-sa/4.0
Students’ mistakes in fulfilling the generic structure criteria of narrative text draft
Generic structure quality fulfilment of a narrative text draft gives benefits to be constructed as a qualified full paper. This research aims to reveal English college students’ mistakes in constructing proper narrative text generic structure drafts. The data is 45 students’ work. The students were ordered to construct a title and write a narrative draft that consisted of orientation, complications, and resolutions in the social problem area. The drafts were analyzed for linguistic fulfilment of those three parts of the generic structure. The finding of students’ mistakes in constructing the orientation draft proposed is unclear, and the subject’s identity is absent, as well as the absence of supporting information and the main problem statement. The students’ mistakes in constructing complications are proposing incoherent stories that are not related to orientation, jumbling stories, focusing on different figures with the orientation, giving over quantity of personal perspective, and the absence of conflict development. The students’ mistakes in constructing the resolution are writing only the conclusion and giving no solution. English teachers or lecturers are suggested to investigate and improve students’ linguistic backgrounds to be coherent with the narrative text before giving the writing training practice.
Copyright (c) 2024 Agung Budi Kurniawan https://creativecommons.org/licenses/by-sa/4.0
Virtual learning in primary education: Roducate learning app and pupils’ English language outcomes in Ondo State, Nigeria
In today’s rapidly evolving digital world, technologies remain essential to modern challenges. However, in Nigeria, these technologies have not gained the prominence they deserve, especially at the primary school level. This study examined the effectiveness of Roducate in Primary School Pupils’ English Language Outcomes in Ondo State, Nigeria. Three research questions were answered and two hypotheses were tested. A quasi-experimental and descriptive survey research design were adopted for the study. The population consisted of all primary school pupils and their teachers. Through purposive sampling, 45 pupils and 30 primary school teachers were selected. Pupils with access to mobile devices were placed in the experimental group and those without access on the control group. The research instruments were the Teachers’ Roducate Knowledge Questionnaire (TRKQ), r = 0.76, Level of Digital Competence Questionnaire (LDCQ), r = 0.79, and the Primary School Common Entrance Past Questions. Findings revealed that Roducate has a significant effect on pupils’ achievement in English language. Similarly, primary school teachers do not know about Roducate learning app. On the basis of these findings, the study recommends that there should be comprehensive teacher training programs focusing on building digital competence for primary school teachers.
Copyright (c) 2024 Isaac Friday Emmanuel https://creativecommons.org/licenses/by-sa/4.0
Breaking through undergraduate thesis writing barriers: insights from Indonesian EFL students
Many EFL students experience barriers to completing their final project writing of the thesis, which is required for graduation. In response to this, this study aims to explore students’ barriers and potential solutions in writing their undergraduate theses. The research was designed with qualitative method employing a case study approach. Five undergraduate students in an Islamic university in Pekalongan, Central Java, Indonesia were recruited to participate in this study, regarding the criteria: the EFL students completed writing their theses and signed a consent form. Data were garnered through interviews and document analysis. The data were analyzed using thematic analysis. The study findings demonstrate that the undergraduate EFL students faced several barriers to their thesis writing. The barriers dealt with psychological, sociocultural, and linguistic problems. The most common and frequently mentioned problems from interviews were barriers with psychological factors, sociocultural factors, and linguistic factors. This study also portrays that the participants found various solutions to tackle the barriers when writing their theses, including cognitive solutions, metacognitive solutions, affective solutions, and social solutions. The present study concludes with practical implications for how university EFL students overcome the problems faced in writing an undergraduate thesis.
Copyright (c) 2024 Ainun Nisa Alkhasanah, Nur Kholis https://creativecommons.org/licenses/by-sa/4.0