Journal Title Educalingua Journal Frequency Twice a year (Aprill and November) DOI Prefix 10.26877 by ISSN 3032-1247 (Online-Elektronik) Editor-in-chief Entika Fani Prastikawati Publisher Fakultas Pendidikan Bahasa Dan Seni, Universitas PGRI Semarang Indexing Garuda | Google Scholar | Dimensions | Crosreff Educalingua Journal is an interdisciplinary peer-reviewed journal publishing original research on the intersections of language education, linguistics, and culture in global and local contexts. The journal encompasses a variety of topics examining how the language issues impact individual and group language learning and intersect with linguistics and culture. Although articles are written in English, the journal welcomes studies dealing with languages other than English as well. In order to publish in Educalingua, research needs to have a main focus on first, second, foreign, or indigenous language (or non-standard dialects) and their intersection with education, literature, linguistics, or culture. This journal is published by Fakultas Pendidikan Bahasa Dan Seni, Universitas PGRI Semarang in collaboration with APPI PGRI and ADISABDA Publication Frequency Educalingua Journal is published twice a year in April and November Announcements Policy on Generative AI in Educalingua Journal Publications Dear Authors and Readers, As we continue to advance in the digital era, we recognize the growing role of generative AI in academic writing and research. Starting with Volume 4, No. 1, 2026, our journal will implement the following policy regarding the use of generative AI tools: - Authors are required to disclose the use of generative AI tools (e.g., ChatGPT, GrammarlyGO) in their submissions. - AI-generated content must be clearly identified and properly cited. - Authors are responsible for ensuring the accuracy, originality, and integrity of the content, including any AI-assisted parts. - The journal reserves the right to use AI detection tools to verify submissions. We aim to maintain transparency and uphold the highest standards of academic integrity. For detailed guidelines, please refer to our Generative AI Policy. Thank you for your understanding and cooperation. Best regards, Educalingua Journal Editorial Team
Integrating Technology in Microteaching: Pre-Service EFL Teachers’ Digital Pedagogical Development
This study investigates the ways pre-service EFL teachers can achieve digital pedagogical competence through technology-integrated microteaching. Based on the increasing relevance of digital skills in teacher formation, this study aims to verify how microteaching enables technological integration and which factors condition this expansion. This study used a qualitative case study design with 23 pre-service EFL teachers at Universitas Pancasakti Tegal. Data were gathered through reflective journals, semi-structured interviews, classroom observations, videotaping and teaching documents and analysed with thematic analysis.The findings suggest a gradual development in participants' digital pedagogical awareness from merely using technology towards more pedagogically purposeful integrators. Also, technology use increased creativity in teaching and provided opportunities for building confidence through practice and reflection. Nonetheless, this development was affected by multiple elements such as technological hurdles, commentary from peers and lecturers, cooperative learning, and institutional assistance. The finding also shows the cognitive, emotional, social and contextual dimensions that shapes the digital pedagogical competences. It suggests that microteaching creates a productive space for reflective and experiential learning on the topic of technology integration, and that teacher education programs should create supportive environments to further develop pre-service teachers’ digital competence
Copyright (c) 2026 Educalingua Journal https://creativecommons.org/licenses/by-nc-sa/4.0
Transforming Lexical Learning: VARK Strategies and the Role of Wayground Platform in English Language Teaching
This article explores the transformative potential of VARK (Visual, Aural, Read/Write, Kinesthetic) strategies and the digital platform Wayground in enhancing lexical learning in English language teaching. It discusses the role of Wayground platform by using the VARK strategies and to know students’ perception in using Wayground platform in Lexical Studies course in English Education Study Program. The design of this study is qualitative descriptive by exploring the role of Wayground platform integrating with VARK learning style in Lexical Studies course in English Education Study Program. The results of this study show that the VARK strategies can be beneficial to be implemented in Lexical Studies course by applying the Wayground platform. Seven themes are elaborated based on the students’ perception of the role of Wayground platform integrated with the VARK learning style in Lexical Studies course. The study synthesizes current research to establish a framework for educators on the effective implementation of these strategies in the classroom.
Rethinking Mother Tongue Instruction After RA 12027: An Ilokano-Based Translanguaging Approach for Multilingual K–3 Learners
Republic Act No. 12027, enacted on October 10, 2024, discontinued the mandatory implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in Philippine public schools, relegating regional languages to the status of ‘auxiliary media’ beginning School Year 2025–2026. Yet this legislative shift does not alter the multilingual realities of Ilokano-speaking children in the Ilocos Region. Grounded in translanguaging theory and utilizing a descriptive survey design with thematic analysis, this study examined the language backgrounds, translanguaging practices, and functional languaging roles of K–3 learners across selected schools in Ilocos Norte, involving 136 surveyed learners, 73 individual interviews, 43 teachers, and 18 parents across eight focus group discussions. Five characteristics of learner translanguaging and four distinct roles of Ilokano were identified: (1) fluidity of language use, (2) Ilokano dominance in informal interaction, (3) metalinguistic awareness, (4) translanguaging for cognitive scaffolding, and (5) identity-bound language loyalty. Four distinct roles of Ilokano were likewise established: Ilokano as (1) main language of expression, (2) consolidator of linguistic features, (3) metalinguistic comparator, and (4) organizer of ideas, with particular pedagogical significance residing in its role as a cognitive scaffold that bridges L1-based meaning-making with formal L2 academic output. Drawing on these empirical findings, the study proposes the Ilokano-Based Translanguaging Approach (IBTA)—a theoretically grounded, multi-stranded pedagogical framework that mobilizes learners’ full multilingual repertoire while positioning Ilokano as both instructional anchor and object of language revitalization. The IBTA is structured around teacher preparation, instructional materials development, and teaching strategy, offering a statutory-compliant, evidence-based model for embedding Ilokano-based multilingual pedagogy within the MATATAG Curriculum under the post-RA 12027 policy environment.
Shaping Teacher Identity through Microteaching: Experiences of Pre-Service EFL Teachers
This present study aims to investigate how microteaching experiences construct pre-service EFL teachers' teacher identity particularly in private university contexts. Using a qualitative case study design, the participants of the research were composed of 34 pre-service teachers who took English-Language Education programs and participated in a microteaching course. Data collection included reflective journals, semi-structured interviews, classroom observations and document analysis and thematic analysis was used to analyze the data. Teacher identity was found to be constructed through an ongoing and multi-dimensional process characterized by the emergence of self-consciousness, the negotiation of confidence and anxiety, feedback matters, pedagogical beliefs and teaching practices, social interaction or contextual factors. Microteaching was commonly cited as both a site for practicing teaching skills and a space where identities are forged, contested, reflected upon and reformulated. Indeed, the study depicts reflective practice, collaborative learning and supportive feedback as their emerging themes to facilitate identity development. In contrast, the particular institutional situation and self-reported data limit your study. It is suggested that future research scope should encompass longitudinal and mixed-methods approaches to investigate the development of teacher identity across varying phases of teacher education and settings. This study adds to the growing body of literature surrounding teacher identity by offering a nuanced look at how microteaching plays a role in shaping pre-service EFL teachers’ professional identities.
Language Use in Multilingual Class: A Case of the English Department Students
In an Indonesian context, in which linguistic diversity occurs with high intensity, this study examined the use and preferences of languages by multilingual students in an English Department. Based on the definition of multilingualism, this study aims to characterize the languages employed by students in various contexts and explore their preferences for embedded languages within a classroom interaction. Using purposive sampling, 25 sixth-semester students were enrolled in a descriptive survey design. A structured questionnaire was used as a data collection tool, and data were analyzed using percentage-based descriptive statistics. The findings show that, though all participants were multilingual, their use of those languages depended on context. Javanese is used the most at home and in social environments, while Bahasa Indonesia is mainly spoken on campus. Most students would mix up both English and Bahasa Indonesia in classroom context instead of using it fully. The findings also suggest that, based on their perceived limited English proficiency, students favor bilingual ones. They choose foreign languages based on several factors such as language anxiety, willingness to communicate and international posture. This suggests that English departments need to make greater efforts to increase exposure to English and also create environments in which students can use the language more consistently in an academic context.
Poetic Identity and Mindful Literacy in EFL Classroom: A Way to Invent Freedom in Language Learning
The research of poetic identity and mindfulness in EFL context has been an impactful wave in recent years. The learning explores how the students reveal and construct their identity in the form of poetry. Poetry is the representation of deepest voices in the personal context of the learners. With mindful learning, the learners achieve their personal freedom to express their deepest voices. Through this mindfulness-based poetic identity learning in EFL poetry classroom, a personal point of view is deeply investigated through the poetry. This is qualitative research which explores the combined methodology of poetic identity of Iida’s theory, narrative inquiry, and poetry theory. The subject were 28 students in poetry class who were taught in mindfulness-based learning with focus on poetic identity writing and narrative inquiry, equipped with poetry journal assessment. The findings reveal that poetry could elevate meaning making, respect deepest voices, builds language identity, and boosts language authenticity. This research deepens the perspectives that literacy learning can be best taught by mindfulness-based learning and poetic identity writing, through which freedom in language learning is experienced and sensed in the meaningful way.
EFL in a Multilingual Nation: Balancing Bahasa Indonesia and English in the Elementary Classroom
Indonesia’s multilingual landscape poses both opportunities and challenges for English language learning in primary education, where Bahasa Indonesia serves as the main instructional language alongside the introduction of English. Grounded in Vygotsky’s Sociocultural Theory and Translanguaging Theory, this study explored how fifth-grade students and their teacher at SD Hj. Isriati Baiturahman 1 Semarang navigate the interplay between Bahasa Indonesia and English in the classroom. Using a qualitative case study design, data were collected through classroom observations, interviews, and document analysis. Findings revealed that students used Bahasa Indonesia as a cognitive and emotional scaffold to support English comprehension, while English was employed primarily for structured classroom tasks and oral practice. Translanguaging emerged as a natural learning strategy that facilitated meaning-making, confidence, and participation. Students demonstrated positive attitudes toward bilingual instruction, perceiving it as both supportive and empowering. The study concludes that balanced bilingual practices enhance engagement, promote additive bilingualism, and nurture linguistic identity among young learners. The implication highlights the need for EFL teachers and policymakers in Indonesia to embrace multilingual pedagogy that integrates Bahasa Indonesia strategically to foster inclusive, meaningful, and culturally responsive English learning.
Copyright (c) 2025 Educalingua Journal https://creativecommons.org/licenses/by-nc-sa/4.0
Between Trust and Skepticism: Comparative Perceptions of ChatGPT in Academic Writing among EFL Learners in Indonesia and the Philippines
This study investigates the comparative perceptions of Indonesian and Philippine EFL students regarding the use of ChatGPT in academic writing, focusing on the interplay between trust and skepticism. Employing a quantitative comparative research design with complementary qualitative inputs, data were collected from 232 university students using a structured questionnaire consisting of 20 closed-ended items analyzed quantitatively and two open-ended items analyzed qualitatively. Descriptive statistics and comparative analysis revealed that both groups perceived ChatGPT positively as a tool that improves writing quality, coherence, and confidence. However, students also expressed ethical concerns about plagiarism, overreliance, and authenticity. Filipino students tended to exhibit higher trust due to greater digital familiarity, while Indonesian students demonstrated stronger skepticism rooted in institutional and moral caution. The findings highlight the coexistence of trust and critical awareness, emphasizing the need for AI literacy education that integrates technological proficiency with ethical reflection. The study contributes to global discussions on AI-assisted writing by contextualizing the phenomenon within Southeast Asian educational settings.
Students’ Perceptions toward the Use of Podcast Video in Speaking Class
This research aimed to find out students’ perception toward the use of podcast video in speaking class. This research was a case study. The participants were the second semester students of Speaking for Social Intercultural Class of English Department Study Program at Universitas Baturaja in the academic year of 2024/2025 with the total number of participants are 24 students. The data were collected through close-ended questionnaire and analyzed by percentage analysis and presenting data using tables. The result of the study showed that (1) Students had a good attitude toward the usage of podcast video in speaking class because podcast video is simple to utilize. Podcast video may help them learn to talk, and they are willing to use podcast video as an alternate method of learning to speak. Podcasts video can also motivate them since they attracted their interest. The podcast video's content and pronunciation of the native speaker could help them improve their talents. Furthermore, podcast video was easy to access; (2) The perception problems expressed by students regarding the use of podcast video in speaking class revealed that the length of the podcast is too long for them. Thus, they may get bored and lose their interest when watching a podcast video
Linguistic Crossroads: How do Indonesian Mother Tongues Shape English Language Acquisition?
The influence of the mother tongue on second language acquisition has been widely studied, yet its specific impact on Indonesian learners of English remains underexplored. Grounded in the theoretical framework of language transfer and contrastive analysis, this study examines how the Indonesian language affects English pronunciation, grammar, and vocabulary acquisition. The research employed a qualitative approach, analyzing the linguistic patterns of Indonesian EFL learners through phonological, syntactic, and lexical perspectives. Findings indicate that phonological interference leads to sound substitution and syllable epenthesis, while syntactic transfer results in grammatical errors such as auxiliary omission and incorrect word order. Additionally, lexical interference causes misinterpretations due to false cognates and direct translations. These findings highlight the persistent influence of the mother tongue in shaping English proficiency. The study suggests that increasing exposure to authentic English input and employing explicit linguistic instruction can mitigate these challenges. Future research should explore intervention strategies and assess the long-term impact of language transfer. The study contributes to a deeper understanding of second language acquisition in multilingual contexts and offers pedagogical insights for EFL teachers in Indonesia.
Exploring Vocational High School Students’ Perceptions of Picture Series in Learning Descriptive Texts
The ability to write descriptive texts in English remains a challenge for many EFL learners, particularly at the secondary vocational level, where students often struggle with generating ideas, organizing content, and using accurate vocabulary. Visual media such as picture series can serve as effective learning aids by stimulating imagination, guiding idea development, and making writing tasks more engaging. This study explores students’ perceptions of using picture series to support descriptive text writing in an eleventh-grade vocational high school in Kudus, Indonesia. Employing a descriptive qualitative design, the study collected data through questionnaires and semi-structured interviews with 30 students. The findings reveal that the majority of students perceive picture series as helpful in clarifying the stages of writing, expanding vocabulary, and reducing difficulties in composing descriptive texts. Students also reported that picture series enhanced their motivation and made writing activities more enjoyable. However, some challenges were noted, including dependence on visual aids and limited opportunities to develop writing autonomy. Overall, the study concludes that picture series are perceived positively as an instructional medium, with potential to foster students’ writing skills when used strategically in classroom practice. The results suggest that EFL teachers should integrate picture-based tasks with guided writing activities to balance support and independence in learning.
Empowering EFL Learners’ Writing Skills through the Employment of Automated Peer Feedback
Effective feedback provision is essential for enhancing EFL learners’ writing proficiency. Therefore, second language educators need to explore more varied and productive approaches to delivering writing feedback that supports learners’ continuous development. In this regard, the integration of automated peer feedback has emerged as a significant innovation in modern second language writing instruction. It enables learners to acquire richer insights, linguistic knowledge, and writing competencies through digitally mediated peer commentaries. This library-based study employed thematic analysis to examine 30 previously published studies on automated peer feedback. The analysis allowed the researcher to identify recurring themes and interpret relevant findings systematically. The main objective of this investigation was to explore how automated peer feedback empowers EFL learners’ writing skills. The findings revealed that automated peer feedback enhances learners’ writing development by fostering student-centered engagement and collaborative learning environments.
The Language of Companionship: A Critical Stylistic Examination of True and False Friendship in Niyi Osundare’s Poetry
Friendship, a central theme in human relationships, has been a subject of poetic exploration across cultures. Niyi Osundare, a renowned Nigerian poet, examines the dual nature of friendship in his poems Friendship Blue, One Side and Friendship Blue, Another Side from the collection Random Blues. This study employs the Critical Stylistics (CS) approach, developed by Jeffries (2010), to analyse how Osundare’s linguistic and stylistic choices shape the representation of false and true friendship. This research uncovers the ideological underpinnings of these poems by examining Osundare’s use of naming and description, representing actions/events/states, and comparing and contrasting. Through qualitative textual analysis, the study investigates how language constructs opposing depictions of deceptive and genuine friendships. Findings reveal that Friendship Blue, One Side employs negative imagery, contrasting metaphors, and descriptive language to depict false friends as exploitative and deceitful. Conversely, Friendship Blue, another side, portrays true friends using positive and valuable imagery, emphasising trust and loyalty. The study highlights how Osundare’s poetic style not only critiques hypocrisy in relationships but also celebrates sincere companionship. The conclusion affirms that linguistic choices in poetry are potent tools for ideological expression, allowing Osundare to influence readers' perception of friendship. This research contributes to Critical Stylistics and African poetry studies by demonstrating the effectiveness of CS tools in uncovering deep-seated ideologies within poetic texts. It also provides insights into how language shapes human relationships in literature.
Empowering Young Minds: The Impact of Philosophy for Children (P4C) and Picture Storybooks on EFL Learners’ Anxiety and Reading Comprehension
This study examines how combining Philosophy for Children (P4C) and picture storybooks can reduce English learning anxiety and improve reading comprehension among Indonesian EFL students. Based on Vygotsky’s sociocultural theory and affective pedagogy, the approach addresses both emotional and cognitive aspects of learning. Using a quasi-experimental mixed-methods design, 121 fourth-semester English Department students were divided into experimental and control groups. The experimental group received lessons that used philosophical dialogue and visual storytelling to encourage critical thinking and emotional involvement. Results showed that this approach significantly lowered students' anxiety and improved their reading comprehension and motivation. Qualitative data also revealed that students felt safer and more engaged, which helped them connect personally with the texts. The study shows that student-centered, interdisciplinary teaching can support both language learning and emotional well-being. It offers useful insights for EFL teachers and curriculum developers aiming to create more meaningful and supportive learning environments.
Parental Perspectives on Children's Second Language Learning: Insights, Challenges, and Expectations
This study investigates how parents support their children's second language (L2) learning in Indonesian bilingual and English-enriched primary schools, using Vygotsky’s Sociocultural Theory and the concept of parental involvement. Involving 27 parents, the research used interviews and observations to explore how their motivations, attitudes, and practices influence children’s L2 development. The findings highlight three key parental roles: motivator, learning facilitator, and resource provider. Most parents showed positive attitudes toward bilingualism and were eager to help their children learn English. However, differences in socioeconomic status, education, and language skills influenced how actively and effectively they could be involved. The study emphasizes the importance of strengthening home-school collaboration and suggests inclusive strategies to help all parents—regardless of background—support their children’s language learning in multilingual contexts.
The Role of Self-Regulated Motivation in Fostering EFL Learners’ Academic Writing Skills
This study highlights the importance of fostering strong self-regulated motivation in EFL learners before engaging them in complex academic writing tasks. Drawing from educational psychology, it emphasizes how motivation plays a key role in navigating the challenges of academic writing. This small-scale library research aimed to explore how self-regulated motivation supports the development of academic writing skills among EFL learners. Through thematic analysis of 25 relevant studies, the research identified two key findings: (1) self-regulated motivation helps EFL learners become more organized in their writing process, and (2) it contributes to better academic writing outcomes. Overall, the study reinforces the need for educators to prioritize motivation in academic writing instruction.
3Ps-Based Game for Teaching Vocabulary to Young Learners
This study highlights the importance of building strong self-regulated motivation in EFL learners before engaging them in academic writing tasks. Motivation plays a vital role in helping learners handle the challenges of academic writing and develop effective learning strategies. This small-scale library research aimed to explore how self-regulated motivation supports the improvement of EFL learners’ writing skills. A thematic analysis was conducted on 25 studies related to self-regulated motivation and academic writing to ensure the relevance and reliability of the findings. The results revealed two main outcomes: (1) self-regulated motivation helps learners become more organized in their writing process, and (2) it enables them to achieve better academic writing outcomes. These findings emphasize the need for educators to promote self-regulation in writing instruction to support learners’ long-term academic growth.
Dynamic Assessment Strategies for Enhancing Reading Comprehension and Student Motivation
This study explored the impact of dynamic assessment on students’ reading comprehension and motivation in an Indonesian vocational school. English language teaching in Indonesia faces challenges due to diverse student backgrounds and limited support, which often affects learners' proficiency, especially in reading and speaking. A pre-experimental design was used, involving pre-tests, post-tests, and questionnaires to gather data from 35 students. The data were analyzed using SPSS version 25 and quantitative methods. Results showed a noticeable improvement in students’ reading comprehension scores, increasing from a mean of 82 to 89. Students also reported higher motivation, confidence, and engagement in reading activities. These improvements were linked to the personalized and interactive features of dynamic assessment. The study concludes that dynamic assessment is a promising alternative to traditional assessment methods, as it supports individualized learning and enhances student outcomes in reading comprehension and motivation within vocational education contexts.
EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning
Technology in education forces teachers to modify their teaching strategies by implementing gamification as a tool in teaching and learning process. Kahoot is a popular gamification tool in English learning. Using a qualitative research design, this study aimed to determine the EFL students' perception of the gamification tool in an English learning environment. Thirty-six (36) students of 10th grade from a public senior high school in Semarang, Central Java, Indonesia. The participants were asked to complete a closed-ended questionnaire using Google Forms to gain information about their perceptions of the educational environment. The findings revealed that the students generally have a positive perception of Kahoot! as a gamification tool in the English learning process. The interactive and competitive nature of the quizzes increases students' motivation and engagement in the learning process, which can enhance students' engagement and motivation in the classroom. The students generally perceive Kahoot! as an effective, fun, and effective educational environment that enhances students' learning experience and creates a vibrant and engaging classroom environment. By combining motivation, collaboration, competition, fun, interest, excitement, and an energetic environment, Kahoot! can enhance the English learning experience, promote interaction and collaboration, and offer customizable features.
Vlog Portfolio as a Technique of Speaking Assessment in Islamic Boarding School
English holds great significance in Indonesia, particularly within Islamic boarding schools (Pesantren). Despite its introduction in primary schools, surveys reveal that the majority of graduates face common communication issues, such as inadequate speaking abilities and a dearth of interaction skills. Communicating in English for a second language speaker is a difficult task due to a variety of reasons associated with the fear of speaking English, such as language anxiety, restricted vocabulary, and a lack of exposure to the language, as argued by the researcher. This paper aims to offer an elaboration of vlog portfolio as a technique in teaching and assessing speaking in Islamic boarding schools. A vlog portfolio can be an alternate strategy for students in promoting their progress of speaking performance
Discourse Analysis: Language Issues in Indigenous Language Learning in Indonesia
This article examines the complexities of language issues in the context of Indigenous language learning in Indonesia, a nation with over 700 living languages. Indigenous languages are at risk of extinction due to socio-political and economic factors. The research examines the role of language policies, educational practices, and community engagement in preserving and revitalizing Indigenous languages. It highlights the challenges Indigenous communities face in accessing quality language learning resources and the impact of globalization on language transmission. The discourse surrounding Indigenous language learning in Indonesia reveals the importance of these languages in cultural identity and heritage. In Indonesia, many Indigenous languages are classified as endangered, and there is an urgent need to address the barriers to effective language learning. The Indonesian government's language policy has historically prioritized the national language, Bahasa Indonesia, often marginalizing Indigenous languages. This policy environment creates significant challenges for Indigenous language learners, who may find themselves without adequate resources or support. Schools in many regions do not offer Indigenous language programs; when they do, the curriculum often lacks cultural relevance. Discourse analysis reveals that Indigenous communities often possess rich linguistic resources and knowledge that can contribute to language teaching. Collaborative efforts between educators, community leaders, and linguists can create a more inclusive language learning environment. Initiatives such as language nests, immersion programs, and local storytelling can enhance the learning experience by making it culturally relevant and engaging. By fostering a discourse that values and promotes linguistic diversity, Indonesia can work towards preserving and revitalizing Indigenous languages.
Formative Assessment Implementation: Does it Enhance EFL Students’ Learning Motivation?
This study aims to determine the implementation of formative assessment in English teaching to enhance student motivation. The research design of this study is a qualitative descriptive research design. The subjects in this research were 30 class X students at SMA Indonesia Semarang. The instruments used in this research were observation, interviews, and open and closed questionnaires adopted and adapted from Theodoridis & Kraemer (2020). The collected data was then analyzed using descriptive qualitative and closed questionnaires using SPSS 21. The research showed that before implementing formative assessments such as quizzes, discussions, and Google forms in learning English, students experienced various obstacles, including lack of vocabulary, understanding, self-confidence, etc. However, everything changes when this type of assessment is implemented where students show significant results as seen from students being able to understand the learning, increasing students' vocabulary in speaking English, making learning more interesting and not boring. From the above, it can be said that students are very motivated which shows a result of 82.1% in this research.
The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts
One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers.
Listening and Speaking Pedagogical Approaches towards the Development of Innovative Macro Skills among English Teachers in Binakayan National High School: A Narrative Study
A child becomes able to speak after getting enough exposure to the language through listening. This only proves that listening and speaking are the most important skills to be developed first among all skills. But, despite this truth of importance, for many years, these two skills do not receive any priority in language teaching and testing. Hence, this study aims to analyze the listening and speaking pedagogical approaches of Binakayan National High School English teachers, their impact to their profession as language teachers through their response to the challenges, and their contribution for the development of innovative macro skills. This research is a narrative study using a purposive sampling with pre-set criteria for the prospect respondents. Data gathering was done through interviews, self-made questionnaires which underwent content validation, and focus group discussion as research instruments. In data analysis, transcribing/inductive coding and thematic analysis were utilized in getting the emerging ideas of the study. The study ‘s findings and results state that Binakayan National High School English teachers apply listening and speaking pedagogical approaches in their instructional plan through task-based and interactive teaching and learning approaches, they respond to challenges of these approaches gracefully which lead them become more dedicated to their profession as language teachers, and enumerating the pedagogical approaches they apply in their English classroom, still they need more technical assistance on the development of strategies and techniques towards innovative macro skills.
Boosting Students’ Reading Comprehension Using REAP Method
This research highlights the vital role of English reading skills in students'' literacy and comprehension. Implementing the REAP technique enhances reading comprehension by fostering interactive study-reading methods. Addressing issues like lack of interest, it offers a promising approach to enhance English education at SMA Institut Indonesia Semarang, as evidenced by its effectiveness in improving 11th-grade students' reading abilities. This quasi pre-experimental research employs a one-group pretest-posttest design, chosen for its convenience in obtaining internal samples. Class XI-3 was selected based on teacher recommendations. With 31 students, the study adopts a quantitative approach, focusing on reading comprehension tests administered before and after classroom instruction using multiple-choice questions as the assessment instrument. The pre-test, revealing a range of scores from 44 to 76 with a mean of 64.12, highlights initial reading struggles. Post-treatment, the post-test exhibits diverse scores, averaging 76.38, indicating improvement. The REAP method effectively enhances comprehension, as evidenced by the significant score increase from pre-test (64.12) to post-test (76.38), validating its efficacy. The research findings reveal a notable improvement in students'' reading comprehension abilities following the implementation of the REAP Method, despite initial unsatisfactory grades. The approach effectively enhances students' understanding and analytical skills, demonstrating its high effectiveness as a reading comprehension strategy. Overall, the significant difference between pre-test and post-test scores underscores the success of the REAP Method in advancing students' reading comprehension abilities, affirming its efficacy as a teaching approach
Teaching Strategies Strengthening EFL Learners’ Self-Confidence in Speaking Learning Dynamics
Studies on effective speaking teaching strategies have caught mushrooming attention in these last two decades. This is not happening by incidental matters as globalized educationalists are still having arduous moments in devising more suitable, enjoyable, and relatable speaking learning strategies that can maximize EFL learners’ self-confidence. According to previous researchers, self-confidence is one of the propelling factors enabling EFL learners to gain more advanced communication proficiency levels since they possess a higher level of preparedness in confronting a wide variety of challenging speaking learning enterprises. This small-scale library study employed a thematic analysis approach while analyzing a certain number of identical research results produced by prior 25 speaking investigations published worldwide. By utilizing this research method, the researcher can potentially yield more relevant, contextual, and comprehensible research outcomes due to an iterative data analysis conducted before initiating more specific research theme groupings. Based on the thematically categorized research results, second language educators can progressively inculcate robust speaking self-confidence among EFL learners upon the activation of more authentic and enjoyable speaking learning activities. More comprehensive delineations regarding these two speaking learning methodologies can be discerned in the ensuing parts of this research paper
Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School
The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.
Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?
Performance-based assessment (PBA) enables teachers to determine learners’ genuine language competency and promote critical thinking skills. The students applied their knowledge in practical ways during the teaching and learning process. Evaluating skill is one of the higher-order thinking abilities (HOTS) every individual should strive to master. Some research have indicated that this competence is under-evaluated. This study intends to elucidate the utilization of Performance-Based Assessment for evaluating students' skills in learning English. A qualitative research design was used to recruit an English teacher who met the study requirements and was teaching ninth-grade students at SMPN 2 Semarang. Information was collected through classroom observation, document analysis, and interviews. The study revealed that the teacher utilized probing questions in process-oriented assessment while applying performance-based assessment to evaluate students' skills in evaluating English acquisition. Challenging questions were asked during the learning activities to challenge students to think critically about their answers. The teacher led the pupils in a thorough discussion of the learning materials. The assessment questions were primarily open-ended WH questions designed to engage higher-order thinking skills
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Effectiveness of the Utilized Interview Techniques to Enhance Speaking Skills of Students
Speaking is regarded as one of the most difficult aspects of language learning because learners find it difficult to express themselves and are affected by factors that led them to be reluctant to speak. Hence, this study 1. determined the factors affecting the skills of the students in speaking English. 2. Documented the utilization of the interview techniques to enhance the speaking skills of the students and discussed the challenges encountered and 3. Analyzed the perceived effectiveness of the utilized interview techniques to enhance the students' speaking confidence. The study used a mixed-methods approach using pre- and post-surveys, interviews, and group discussions. The respondents were the 22 Grade 10-Abad students of Tinago National High School. Results showed that students struggle to speak English because of the following factors: pronunciation, vocabulary, fear of public speaking, criticism, and shyness. Using criteria as an assessment tool, it revealed that there was an improvement of 20% in the students’ English-speaking skills when the interview techniques of PREP and STAR methods were used as an activity, concluding that the usage of utilized interview techniques enhanced the English-speaking skills of students.
Interview Techniques, PREP and STAR Method
Experience Realized in Edweek.org by a Black Student: an Appraisal Analysis of the Attitudinal Perspective
The purpose of this research is to describe the message expressed by a black American student as contained in the Edweek portal which was published in 2020. Specifically, the research tried to identify the language choice of the published text. The research focused on the attitudinal perspective of the appraisal system. The identification includes the aspect of affect, judgment, and appreciation. As the data collection, a text about Almaw's experience "This is My Everything" was chosen for further analysis. The research showed that the positive attitudinal lexis was equaled with the negative one. When the data were calculated in detail, the percentage of effect was 34%, judgment 58%, and appreciation 8%. The presence of equal data showed that there were mixed feelings expressed by a student when she shared her experience of racial abuse.