Englisia: Journal of Language, Education, and Humanities
Effective from Volume 13, Number 2 (2026), Englisia: Journal of Language, Education, and Humanities is officially hosted on this website. The journal has migrated from its previous platform to improve publication management and user accessibility. Journal Title : Englisia : Journal of Language, Education, and Humanities Initials : EJ Frequency : May and November Model : Open Access Indexing : DOAJ | Index Copernicus | Google Scholar, etc E-ISSN : ISSN-P 2339-2576/2527-6484 Chief Editor : Prof. Habiburrahim, MHRM., MS., Ph.D DOI Prefix : Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh Englisia Journal (EJ) is open access and peer-reviewed journal that considers any original scientific article that expands the field of language studies in English Language Teaching and various other related applied linguistics themes. The journal publishes articles of interest to language teachers, practitioners, and language researchers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts. From Vol 9, No 1 (November 2021) onwards, EFL/ESL articles with contemporary relevance and research concepts focused on religious educational institutions will be given more preference. It is expected that the ELT-related issues mentioned above can be explored scientifically, and in the end, the educational quality and teachers' professional development at religious educational institutions throughout the nation can continually be improved. Englisia Journal opens for manuscript submission throughout the year. Englisia Journal is published bi-annually; in May and November, and only selected papers will be published in each issue. Englisia is indexed in the Directory of Open Access Journals (DOAJ) and nationally accredited by DIREKTUR JENDERAL PENGUATAN RISET DAN PENGEMBANGAN KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI REPUBLIK INDONESIA (SINTA 2) from December 2020 to December 2028. Englisia is under the management of the English Education Department (PBI) of Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh, Indonesia.
Developing augmented reality flashcards for English vocabulary instruction in Indonesian early childhood education: An ADDIE model feasibility study
This study was motivated by persistent challenges in early childhood English vocabulary acquisition, wherein conventional pedagogical tools remain widely used and frequently result in suboptimal learning outcomes. A preliminary problem analysis revealed that limited media diversity and minimal integration of digital technologies contribute to low learner engagement. A subsequent needs assessment further underscored the demand for visual, interactive learning media tailored to the developmental characteristics of early childhood learners. Market analysis indicated a notable scarcity of Augmented Reality (AR)-based flashcard media specifically designed for English vocabulary instruction at the early childhood education level. In response to these identified gaps, this research aimed to develop and evaluate the feasibility of AR-based flashcard learning media for early childhood English vocabulary acquisition. Employing a Research and Development (R&D) methodology structured around the ADDIE model, the study involved 16 children from Group TK B at a PAUD in Nagan Raya. Evaluation results demonstrated high feasibility, with validation scores from media experts (97.5%) and material experts (100%) exceeding the positive response rates from children, which ranged from 91.7% to 100%. All measured metrics fell within the "very feasible" category. Implementation challenges included unstable internet connectivity, prolonged AR scanning durations, and a shortage of supporting devices. Notwithstanding these limitations, the findings conclude that Augmented Reality-based flashcards constitute a highly viable and effective medium for introducing English vocabulary to young learners.
Augmented Reality, Flashcard, English Vocabulary, Early Childhood
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The impact of teacher professional education program on improving teacher competences in Indonesia: A comparative study
This study examines the effect of the Teacher Professional Education Program (Program Pendidikan Profesi Guru, or PPG) on enhancing teacher competency in Indonesia. A quantitative approach was employed using a quasi-experimental design, comprising both experimental and control groups. The study population consisted of teachers across Indonesia, with the sample drawn from teachers in North Sumatra and Aceh Provinces through cluster random sampling. Observational techniques were utilized for data collection to ensure objective measurement of teacher competency. Descriptive statistical analysis revealed that the experimental group achieved a higher mean competency score compared to the control group, indicating superior performance among PPG participants. Furthermore, inferential analysis using an independent sample t-test yielded a significance value of less than 0.05 (p < 0.05), demonstrating a statistically significant difference in competency levels between teachers who had participated in the PPG program and those who had not. Based on these findings, it is concluded that the Teacher Professional Education Program exerts a significant positive effect on improving teacher competency in Indonesia. The program is therefore demonstrated to be an effective intervention for enhancing professional competence among Indonesian teachers. These results carry important implications for educational policy, suggesting that continued investment in PPG may contribute substantially to elevating national educational quality.
Bridging the motivational gap: Indonesian university students’ reading habits and interest in culturally-grounded extensive reading materials
Indonesian students' persistently low performance in international literacy assessments, including the Programme for International Student Assessment (PISA), underscores a critical need to reevaluate pedagogical approaches to English as a Foreign Language (EFL) reading instruction. Recent scholarship advocates for the implementation of Extensive Reading (ER) programs, which enable students to read at their own level, pace, and interest, thereby gradually fostering sustainable reading habits. While conventional ER materials have predominantly been developed using Western-based narratives and cultural contexts, the integration of local stories is necessary to further enhance student engagement. This study identifies students' reading habits in both Indonesian and English as a foundation for developing ER materials, with particular emphasis on exploring student perceptions of reading materials infused with local values. Employing a survey design, the study involved 104 university students in West Kalimantan. A questionnaire was administered to examine reading frequency, types of reading materials, language preferences, as well as attitudes toward and interest in local reading materials. The findings reveal a motivational dichotomy: reading in Indonesian is driven primarily by intrinsic motives, whereas reading in English is dominated by extrinsic motives. The low frequency of English reading is further compounded by linguistic challenges, including lengthy and complex sentence structures as well as difficult vocabulary. Nevertheless, students demonstrated a notably strong interest in English reading materials based on Pontianak culture, believing that local content facilitates English comprehension. These findings affirm that the development of culturally grounded extensive reading materials constitutes a strategic, evidence-based intervention capable of bridging motivational and linguistic gaps, fostering sustainable reading habits, and enhancing long-term English competence.
Extensive reading; Reading habits; Culturally grounded; English proficiency; Reading motivation
More than a game: An activity theory analysis of EFL learners’ Duolingo-mediated vocabulary learning practices
Numerous studies examining Duolingo within English as a Foreign Language (EFL) contexts have primarily focused on learning outcomes and user satisfaction, yet they seldom elucidate how vocabulary acquisition is systematically organized and sustained in learners’ daily routines. This gap is critical, as app-based language learning typically unfolds outside formal instructional environments. Guided by Activity Theory, this qualitative study conceptualizes Duolingo-mediated vocabulary learning as a dynamic activity system. Data were collected via an open-ended questionnaire administered to ten EFL learners recruited from an online language learning community, complemented by the researcher’s autoethnographic notes to enrich contextual understanding. Findings reveal that learners consistently engage in short, micro-sessions shaped by the platform’s segmented lesson structure. Sustained participation is enabled through self-imposed daily routines and the motivational affordance of socially visible progress indicators. Furthermore, learners actively negotiate contradictions-such as the tension between repetitive drills and meaningful use-by adjusting learning intensity or expanding their toolset to include external resources like personal notes and authentic media. These insights extend beyond descriptive accounts to inform more learning-centered design principles and pedagogical scaffolding strategies, ultimately fostering durable vocabulary development in technology-mediated, self-directed EFL environments.
Beyond textbooks: Culturally responsive English teaching in resource-limited Madurese classrooms
This study examines the implementation of Culturally Responsive Teaching (CRT) in English language instruction within a geographically isolated context—specifically, the Sumenep Archipelago, with a focus on Gili Genting, Indonesia. In such remote settings, English teaching is often constrained by limited material resources and a perceived cultural misalignment with Madurese ethnic learners. Employing a qualitative case study design, this research investigates how CRT strategies are operationalized and what implementation challenges emerge in a senior high school in this region. Data were collected through semi-structured interviews with a single English teacher, selected for her sustained instructional experience in the target community. Interview transcripts were analyzed using thematic analysis. Findings indicate that the teacher strategically integrates Madurese cultural elements—including local folklore, communal values, and environmental artifacts—into English lessons to enhance relevance and learner engagement. While such culturally anchored instruction temporarily increased student participation, this engagement remained largely situational. Persistent challenges included a lack of instructional materials, absence of internet or digital media access, and student resistance rooted in the perceived irrelevance of English to daily life. The study concludes that in remote contexts, CRT manifests primarily through adaptive, interaction-dependent strategies but is severely circumscribed by infrastructural constraints. Critically, student resistance appears to stem more from perceived socio-cultural distance than from general motivational deficits, highlighting the need for systemic, context-sensitive support mechanisms.
Indonesian EFL students’ narratives of corrective feedback in speaking instruction
Corrective feedback constitutes a critical component in the development of speaking proficiency within English as a foreign language (EFL) contexts. Nevertheless, learners' subjective experiences of such feedback remain underexplored, particularly within the landscape of Indonesian higher education. This study investigates Indonesian EFL students’ narratives concerning the corrective feedback they receive in speaking classes and examines how such feedback shapes their speaking development. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with eight fourth-semester students from the English Education Department at UIN Sultan Maulana Hasanuddin Banten. The findings indicate that direct corrective feedback is perceived as the most impactful type, particularly for improving pronunciation, lexical range, fluency, and speaking confidence, owing to its immediacy and clarity. Indirect feedback, primarily delivered in written form, was found to facilitate grammatical reflection and reduce learner anxiety, although its effectiveness was contingent upon subsequent reinforcement. Peer feedback emerged as the most emotionally comfortable and collaborative modality, fostering learner engagement, autonomy, and willingness to communicate, especially in informal and technology-mediated settings. Collectively, the results suggest that effective speaking instruction necessitates the flexible integration of direct, indirect, and peer feedback strategies that are responsive to learners’ linguistic needs and affective dimensions. By foregrounding students’ narrative accounts, this research contributes to a more nuanced understanding of corrective feedback practices in Indonesian EFL speaking classrooms and offers pedagogical insights to support more learner-centered feedback design.
Exploring students’ engagement in dramatizing proverbs: A study on collaboration, creativity, and communication
Despite the widespread recognition of drama-based activities as a pedagogical mechanism for promoting interactive language learning, empirical research examining student engagement in the dramatization of proverbs within English as a Foreign Language (EFL) context remains comparatively limited. This study investigates the nature of student engagement among sixth-semester English Language Education majors during proverb dramatization activities, with particular focus on three dimensions: collaboration, creativity, and communication. A qualitative-dominant mixed-methods design was employed to examine the factors influencing student engagement throughout the activity. Participants consisted of 31 students enrolled in a drama course. Data were collected through classroom observations, questionnaires, semi-structured interviews, and document analysis. Qualitative data were subjected to thematic analysis, while questionnaire responses were evaluated using descriptive statistics to complement and substantiate the qualitative findings. The results indicate that students demonstrated a high level of engagement across all three dimensions. With respect to collaboration, student engagement was strongly manifested in team-based cooperation and mutual support throughout the process of proverb dramatization. Regarding creativity, engagement was reflected in the development of contextually relevant scenarios and the use of symbolic interpretations of proverbs within student performances. Engagement in communication was evident through both verbal and non-verbal expressions, including pronunciation, intonation, gestures, and facial expressions. Furthermore, student engagement was influenced by a range of engagement enablers, such as peer support, personal motivation, and opportunities for creative expression, as well as several challenges, including time constraints, group coordination difficulties, and challenges related to idea development.
Creativity; Collaboration; Communication; Engagement
Exploring students’ difficulties and strategies in listening comprehension
This study investigates students’ difficulties in mastering listening comprehension and the strategies they employ to overcome difficulties in the English Education Department of UIN Ar-Raniry, Banda Aceh. This research aims to identify the types of listening difficulties experienced by students across semester levels and to examine the learning strategies they use based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL). This study employed a mixed-method design combining quantitative and qualitative approaches. The participants consisted of 104 students from different semester levels selected through stratified sampling. Quantitative data were collected using a questionnaire adapted from SILL, with mean scores categorized according to Oxford’s rating scale. Qualitative data were gathered through focus group discussions (FGD) and analyzed using Miles and Huberman’s (1992) interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that students experience listening difficulties at a medium level across five main indicators: accent and intonation, sentence structure, keyword identification, distinguishing key information, and understanding real-life situations. Among these, accent variation and sentence complexity were reported as the most challenging aspects. In terms of strategies, cognitive strategies emerged as the most frequently used, followed by compensation and social strategies, while memory, metacognitive, and affective strategies were used at a medium level. Higher-semester students demonstrated advanced strategic awareness and use of metacognitive and social strategies compared to lower-semester students. The findings contribute theoretically to the understanding of listening comprehension difficulties and strategy use in EFL contexts and provide practical implications for lecturers to design more strategy-oriented listening instruction.
How does the government create 8% growth? A critical transitivity analysis of economic rhetoric in Indonesia
This study employs Fairclough's Critical Discourse Analysis (CDA) framework, integrated with Halliday's transitivity system from Systemic Functional Linguistics (SFL), to examine the economic discourse produced by Indonesia's Minister of Finance. The analytical method operationalizes Fairclough's three-dimensional model—textual analysis, discourse practice, and sociocultural practice—through the systematic application of the SFL transitivity system as its principal grammatical tool. At the textual level, transitivity analysis maps the ideational function of language by classifying 768 clauses into six process types: material (31.0%), relational (27.1%), mental (19.1%), verbal (8.7%), existential (2.3%), and behavioral (2.0%), with the remainder comprising minor and elliptical clauses. An in-depth analysis of the three dominant process types reveals distinct ideological functions. Material processes construct the state as the primary economic actor capable of generating growth through deliberate intervention. Relational processes naturalize economic challenges as objective conditions necessitating state response, rather than as outcomes of contestable policy decisions. Mental processes assert epistemic authority while simultaneously constructing a form of epistemic nationalism that challenges the legitimacy of international financial institutions. By fully integrating Fairclough's three-dimensional framework with focused transitivity analysis, this study demonstrates how economic discourse during Indonesia's governmental transition encodes a developmental state ideology, naturalizes active state intervention, and asserts postcolonial epistemic sovereignty. The findings advance CDA methodology by providing a replicable model for the integrated linguistic analysis of economic policy discourse in transitional political contexts.
Technology in language teaching: Trends, approaches, and implementations (Insights from TEwT from 2016 to 2020)
The domain of language instruction has attracted sustained scholarly attention over the past decade, with a marked increase in research dedicated to technology-mediated language learning. This article presents a systematic review of empirical articles published in Teaching English with Technology (TEwT), a journal that has consistently featured studies on diverse technological applications in English language teaching. A retrospective analysis was conducted on 140 articles published in TEwT between 2016 and 2020. The primary objective was to identify and categorize the types of technologies or media employed in language instruction and to examine their influence on instructional processes. The findings reveal that the majority of articles comprise empirical studies that systematically investigate the effects of technological interventions on language acquisition processes. Through content analysis and systematic data coding, several patterns of technological adoption and implementation in language education were identified. The results confirm the increasing inevitability and progression of technology integration in language instruction, characterized by growing diversity in the types of technologies utilized and the emergence of novel instructional alternatives. Consequently, language educators now have access to an expanding array of technological resources. Furthermore, the accessibility of technology-mediated instruction has improved significantly, as contemporary educators and students demonstrate enhanced competency in utilizing these tools. However, the efficacy of diverse technological and media applications in language education remains context-dependent, as the outcomes of technology-mediated instruction are substantially influenced by the specific pedagogical, institutional, and sociocultural contexts in which they are implemented.
Technology in Language teaching; Technology savvy; Instructional media; Teaching contexts
Moral judgements and ideological positioning: A critical discourse analysis of Prabowo Subianto’s portrayal in BBC News
This study examines the discursive representation of Prabowo Subianto, a prominent Indonesian political figure, within a selected corpus of news articles published by the British Broadcasting Corporation (BBC). Employing Critical Discourse Analysis (CDA) as the analytical framework, the research integrated both deductive and inductive analytical approaches. The deductive phase was grounded in Martin and White's (2005) Appraisal framework, which systematically categorized evaluative language into three attitudinal resources: affect, judgement, and appreciation. The inductive phase complemented this by uncovering hidden ideologies embedded within the news texts that may not be explicitly captured by the appraisal system alone. Data annotation was conducted using the UAM Corpus Tool to ensure systematic and replicable identification of attitudinal resources. The quantitative findings reveal that judgement constitutes the most frequently deployed attitudinal resource, accounting for 53.13% of all identified occurrences, followed by affect (30.96%) and appreciation (15.89%). Within the judgement sub-category, negative judgement of propriety, which evaluates behavior according to ethical and moral standards, dominates the discourse at 30.80%, collectively portraying Prabowo as morally problematic. Negative affect, in turn, reflects public fear and anxiety toward Prabowo's personal conduct and political candidacy, while appreciation resources highlight his strategic efforts to secure voter support. The study concludes that the predominance of negative evaluations aligns with the BBC's publicly stated commitment to universal human rights and liberal democratic values. Conversely, the presence of positive evaluations suggests a concurrent journalistic effort to maintain balance and impartiality, reflecting the inherent tension between advocacy-oriented reporting and the normative ideal of journalistic neutrality. These findings contribute to the broader understanding of how international media construct political identities in non-Western contexts and underscore the ideological underpinnings of ostensibly objective news discourse.
Reconstruction of English language teaching through contemporary Islamic thought: A conceptual study
This conceptual paper examines the need to reconstruct English Language Teaching (ELT) paradigms within Islamic educational contexts through the lens of contemporary Islamic thought. In many religious educational institutions, ELT often faces a dichotomy between secular linguistic instruction and Islamic moral values. While previous studies have attempted to integrate Islamic values into ELT, most approaches remain additive and do not sufficiently address the philosophical foundations of language education. This study employs a qualitative conceptual research design based on systematic library research and content analysis to synthesize contemporary Islamic pedagogical principles with current ELT theories and practices. Through a process of conceptual synthesis, the research develops a theoretical framework that integrates Islamic ontological and epistemological perspectives into three key dimensions of ELT: curriculum design, instructional materials, and pedagogical practices. By de-westernizing materials and repositioning teachers as murabbi, the reconstruction offers a model where English proficiency and Islamic identity coexist synergistically. The analysis suggests that integrating Islamic values should move beyond superficial content inclusion toward a deeper philosophical realignment of language education. The proposed framework contributes theoretically to the discourse on culturally and religiously responsive ELT and offers conceptual guidance for educators in Islamic institutions seeking to balance global linguistic competence with the preservation of religious identity in the digital era.
Integrating local culture into web-based mobile-assisted language learning: A mixed-methods study on secondary school EFL students’ reading comprehension
The insufficient integration of local cultural content into technology-enhanced English instruction may diminish the relevance and pedagogical effectiveness of reading activities in secondary English as a Foreign Language (EFL) classroom. This study investigated the extent to which incorporating local culture into a web-based Mobile-Assisted Language Learning (MALL) environment improves ninth-grade students' reading comprehension and examined their perceptions of its implementation. Employing a one-group pretest–posttest quasi-experimental design within a mixed-methods framework, the study involved 379 students and two English teachers at an Indonesian secondary school. Quantitative data were collected through pre- and post-tests, while qualitative and perceptual data were obtained from semi-structured interviews and a student attitude questionnaire. The results revealed a statistically significant improvement in reading comprehension, with an average N-Gain score of 0.33, indicating a moderate learning effect. Furthermore, students reported positive perceptions of the platform's cultural relevance and engagement. These findings suggest that culturally responsive MALL-based instruction can enhance both learning outcomes and learner motivation, offering practical implications for integrating local cultural content into technology-enhanced English language teaching at the secondary level.
Bridging the gap between ESP theory and classroom practice: A study of vocational school teachers’ knowledge, attitudes, and instructional practices
English for Specific Purposes (ESP) in vocational education has been considered as an essential requirement however, it is not consistently practiced within the classroom. In this context, the study explores Vocational English teachers’ conceptual awareness of ESP as well as their pedagogical understanding, orientation and practice concerning its implementation. A quantitative survey approach was employed to gather data and 30 vocational high school English teachers completed a questionnaire measuring familiarity with ESP, conceptual knowledge, perceived competence, attitudes and reported teaching practices. The results reveal that teachers are highly aware of ESP and they have a common idea about its need-analysis and field-specific orientation. Teachers in general also show the favorableness of attitudes to ESP and interest, feeling has to update their professional competence. However, this positive attitude is somewhat not realized in classroom. Although a large number of teachers claim to functionally include materials and vocabulary specific to the area, significant ESP elements such as systematic needs analysis, real material development or involvement with professionals in the industry are irregularly utilized. These results indicate that the ESP implementation in vocational schools is still an ad hoc practice and not systematic support through the curriculum. It is recommended to improve esp teachers’ conceptual understanding of esp and their practical classroom work by enhancing teacher development, instructional materials, and institutional correspondences.
Stakeholder perspectives of test administration in a Bangladeshi university: A qualitative study
Learner achievement benchmarks are typically operationalized through tests and assessments; however, students at newly established public universities in Bangladesh encounter a range of obstacles that hinder their academic progress. Despite receiving equivalent instruction under comparable teaching and learning conditions, learner performance varies markedly. Students, teachers, and administrators constitute the three primary stakeholder groups in any testing procedure, and their respective social and personal backgrounds, institutional contexts, and situational realities fundamentally shape assessment practices. This study investigates factors affecting test administration through semi-structured interviews with 35 participants: 26 students, 7 faculty members from the Department of English at a public university pseudonymously referred to as Padma Science and Technology University (PSTU), and two administrators—one from the department and one from the institution at large. Employing a qualitative design, the study examines both undergraduate and postgraduate programs through thematic analysis of interview data gathered from the three stakeholder groups. The results reveal substantial complexities permeating the testing process from the perspective of test takers, while also indicating that teachers and administrators encounter obstacles and appear to be operating under considerable strain. The findings provide analytic insights for anticipating testing and administrative challenges in analogous contexts, as well as for identifying areas requiring targeted intervention. The findings suggest that the prevailing situation demands heightened attention to the testing environment, reform of assessment policies, reinforcement of stakeholder roles and responsibilities, and systematic attention to other contributing factors shaping test administration as a holistic process. The research underscores the importance of context-sensitive inquiry, recognizing that each educational setting presents unique pedagogical demands. In so doing, the study emphasizes the critical role of context-specific formulations in fostering more effective and equitable test administration within Bangladeshi higher education.
Test administration; Assessment; Backwash; Stakeholder; Bangladesh
English foreign language learners’ reluctance to speak English in higher education
Reluctance to speak English remains a persistent challenge for English as a Foreign Language (EFL) learners in higher education, where oral participation is essential for academic engagement and communicative competence. Despite years of formal instruction, a considerable number of university students continue to avoid English communication, suggesting that their reluctance extends beyond purely linguistic limitations. This study investigates the characteristics and determinants of EFL students' reluctance to speak English, with particular attention to the interplay of affective, linguistic, and contextual factors. Employing a mixed-methods design, data were collected from undergraduate EFL students at four public universities in Indonesia using a structured questionnaire containing Likert-scale items. Quantitative data were analyzed through descriptive statistics, while qualitative responses were examined using inductive thematic analysis. The findings indicate that students' speaking reluctance is a multifaceted phenomenon predominantly shaped by speaking anxiety, fear of negative evaluation, diminished self-perceived communicative competence, and instructional approaches that prioritize accuracy over interaction. Silence emerged as a context-dependent, psychologically motivated response rather than an indicator of disengagement. Institutional expectations, hierarchical classroom dynamics, and limited opportunities for low-risk oral practice further exacerbated learners' reluctance. This study advances EFL speaking research by conceptualizing speaking reluctance as an affective-interactional dimension closely linked to willingness to communicate and classroom silence in higher education settings. Pedagogically, the findings underscore the necessity for anxiety-sensitive instruction and the creation of psychologically safe communicative environments.
HOTS and LOTS-based assessment: The challenges faced by high school EFL teachers in assessing the students’ summative performance
Despite the Indonesian curriculum’s explicit emphasis on Higher-Order Thinking Skills (HOTS), senior high school EFL teachers continue to experience difficulties in achieving a balanced integration of HOTS and Lower-Order Thinking Skills (LOTS) within summative assessments. This study investigates the challenges encountered by senior high school EFL teachers in assessing both higher-order and lower-order thinking skills in such assessments. Employing a qualitative descriptive design, data were collected from five EFL teachers in Magelang, Central Java, through semi-structured interviews and document analysis of teacher-made tests. The findings reveal a structural imbalance in which multiple-choice items—predominantly measuring LOTS—prevail, whereas HOTS-focused tasks remain limited in scope and frequency. This imbalance is attributed to institutional policies, students’ linguistic proficiency, pandemic-induced learning gaps, and insufficient teacher training in assessment design. The study concludes that meaningful integration of HOTS is contingent upon alignment among curricular objectives, assessment formats, teacher preparedness, and student proficiency levels. Such alignment necessitates enhanced assessment literacy among teachers and the provision of comprehensive instructional scaffolding within the Indonesian EFL context.
Indonesian senior high school students’ fear of negative evaluation: Relationship with L2 speaking self-efficacy
Research examining the relationship between Fear of Negative Evaluation (FNE)-a well-documented anxiety construct originating in social psychology-and second/foreign language (L2) speaking self-efficacy (SSE) remains limited, particularly within the Indonesian educational context, and especially among secondary school populations. To address this empirical gap, the present study was designed with two primary aims: first, to investigate the levels of FNE experienced by Indonesian high school students in English language classrooms, and second, to determine the extent to which FNE statistically predicts their L2 SSE. A paper-based survey was administered to a sample of 160 students enrolled at a private high school in Yogyakarta, Indonesia. Descriptive statistical analyses indicated that participants’ FNE levels ranged from moderate to high. Notably, FNE associated with peers was generally more pronounced than FNE specifically tied to classroom activities or English performance, suggesting that social evaluative concerns are particularly salient among this population. The results further revealed that students' L2 SSE fell within the low-to-moderate range, indicating limited confidence in their English-speaking abilities. Bivariate regression analysis demonstrated that FNE accounted for 18.4% of the total variance in L2 SSE, a statistically meaningful proportion, while the remaining 81.6% was attributable to factors external to the model, such as prior language achievement, teacher feedback, and individual differences. These findings carry several pedagogical implications, including the importance of cultivating a supportive classroom climate, fostering peer encouragement, and promoting positive group dynamics to mitigate students’ FNE and enhance their L2 speaking self-efficacy.
Digital literacy research trends and collaborations in EFL classrooms: A bibliometric analysis of language learning transformation
The rapid advancement of digital literacy has catalyzed the transformation of technology-based English as a Foreign Language (EFL) instruction. Nevertheless, comprehensive mappings of research trends, thematic focal points, and current scholarly collaborations remain insufficiently integrated. Moreover, the scarcity of empirical research has often compelled teachers and learners to develop technological innovations independently. This study seeks to delineate the trajectory of digital literacy research within technology-based EFL learning, focusing on prevailing themes, patterns of research collaboration, and projected directions. Employing a qualitative bibliometric approach, this study analyzes 55 documents indexed in Scopus over the past five years, with data visualization conducted using RStudio. The findings reveal a pronounced emphasis on cognitive enhancement, the predominance of Mobile-Assisted Language Learning (MALL) and self-directed learning as the most highly cited concepts, the emergence of two principal thematic clusters—digital literacy with learning autonomy, and digital literacy with Computer-Assisted Language Learning (CALL)—as well as a robust regional collaboration network within Southeast Asia. These results confirm that digital literacy, EFL, and CALL constitute the core thematic foundations of technology-mediated language learning. Concurrently, the findings underscore the necessity for further research employing mixed-methods designs to develop a more holistic understanding of how to foster sustainable innovation in EFL learning grounded in digital literacy.
Language representation in the linguistic landscape of Islamic higher education campuses in East Java
Campus signage functions not only as a navigational and informational tool but also as a semiotic medium through which language, identity, and institutional values are communicated and internalized within the quotidian fabric of academic life. Although scholarly discourse has increasingly addressed issues of national integration, global engagement, and the use of religious language in higher education, these linguistic patterns remain insufficiently examined within the context of Indonesian Islamic universities. This study addresses this gap by investigating how language choices on university signage reflect broader ideological, pedagogical, and institutional orientations. Focusing on the linguistic landscapes of three Islamic higher education institutions in East Java, the research maps the display patterns, combinatory strategies, and functional differentiation of Indonesian, English, and Arabic across campus signs. Employing qualitative methods, including the documentation of 147 signs and semi structured interviews with campus stakeholders, the study examines how multilingual signage is interpreted and internalized by its users. The findings indicate a patterned coexistence of the three languages: Indonesian ensures communicative accessibility, English signals global academic aspirations, and Arabic invokes religious and intellectual heritage. These languages do not operate in isolation but interact in layered and symbolic configurations that reflect each institution’s distinct identity and educational mission. The study underscores the need for intentional signage design to reinforce institutional identity, enhance communication effectiveness, and support informal language learning. Future research may extend these findings by examining multilingual signage in other educational contexts or by assessing the impact of sign redesign on user interpretation and engagement.
Feeling like different persons: Becoming English teachers through overseas teaching internships
This study examines the professional identity development of Indonesian pre-service English teachers during a short-term international teaching internship in Southern Thailand, specifically exploring how participants perceived themselves as becoming "different persons" through this intercultural experience. Although existing research has established the role of intercultural encounters in shaping teacher identity, limited attention has been directed toward understanding how brief yet intensive overseas teaching placements contribute to emerging professional identities through processes of reflective meaning-making. Employing a collaborative narrative inquiry approach, the study analyzed written reflective narratives and semi-structured interview data collected from six Indonesian pre-service English teachers. The analysis focused on how professional identity construction unfolded through participants' everyday intercultural classroom experiences. The findings reveal that participants experienced substantial shifts in professional self-understanding, evidenced by expanded intercultural awareness, negotiated emotional and pedagogical challenges, and the development of adaptive teaching practices in response to unfamiliar classroom norms, multilingual interactions, and local school expectations. Critically, identity development did not result from intercultural exposure alone but emerged through sustained, reflective engagement with intercultural encounters throughout the internship period. This study contributes to the field of English language teacher education by highlighting the pedagogical and affective value of short-term international teaching internships and underscoring the necessity of structured intercultural preparation, guided reflection, and robust institutional support in fostering pre-service teachers' professional learning.
Gendered textual paralanguage in Indonesian skincare brand discourse
This study investigates the role of textual paralanguage (TPL) in constructing gendered meaning within Instagram captions produced by Indonesian skincare brands. In response to a paucity of research on how gendered communication is realized through written paralinguistic features in established digital discourse—particularly where emotional expression and identity construction are salient—this study integrates discourse analysis with a sociolinguistic framework of gender. Employing a qualitative discourse-analytic design complemented by descriptive analysis, the study examines a purposively selected corpus of sixty Instagram captions from six Indonesian skincare brands, evenly divided between those targeting female (n = 30) and male (n = 30) audiences. Each caption serves as a unit of discourse and is analyzed using Luangrath et al.’s (2017) typology of textual paralanguage, comprising voice qualities, interpersonal resonance, typographic symbolism, visual kinesics, and punctuation cues. Frequency mapping identifies dominant patterns, while interpretive analysis focuses on the functional role of these features in conveying gendered meaning within their discursive contexts. Findings indicate five principal categories of TPL, each exhibiting distinct gendered tendencies. Captions oriented toward female audiences tend to be more expressive and relationally oriented, whereas those targeting male audiences are characteristically more concise and restrained, mirroring prevailing Indonesian sociocultural norms of femininity and masculinity. Collectively, the results demonstrate that TPL serves not merely a decorative function but a constitutive role in meaning-making within digital discourse. By systematically linking gendered TPL patterns to local ideologies of gender, this study advances linguistic scholarship on how written paralinguistic cues instantiate culturally specific gender norms in online brand communication.
Textual paralanguage; Gendered discourse; Sociolinguistics of gender; Digital communication
The impacts of self-regulation and language learning anxiety on the English competence of university students in Aceh, Indonesia
Previous research has established that self-regulation plays a critical role in successful language acquisition. In parallel, language learning anxiety has been widely examined, though its influence is often understood through its negative relationship with self-regulatory abilities, suggesting that anxious learners struggle to deploy effective learning strategies. However, the direct and interactive effects of these two psychological constructs on English language achievement remain underexplored, particularly within Indonesian higher education contexts. To address this gap, the present study investigated the nature and extent to which language learning anxiety and self-regulation influence English language learning achievement among Indonesian EFL learners. Participants were 151 first-year university students from three faculties at Universitas Serambi Mekkah, Aceh, Indonesia, selected through cluster sampling. Data were collected using three instruments: (1) a validated self-regulation questionnaire, (2) a validated English language learning anxiety scale, and (3) a standardized test measuring general English competence. Regression analyses were employed to examine the predictive relationships among these variables. The findings showed that neither self-regulation nor language learning anxiety significantly predicted overall English competence. However, self-regulation showed a slightly greater contribution to English achievement than language learning anxiety, although neither effect was statistically significant. Notably, language learning anxiety significantly predicted self-regulation scores, indicating that anxious learners may struggle with self-regulatory capacity. Additionally, a weak positive correlation emerged between language learning anxiety and reading performance. These findings suggest that language learning anxiety does not directly determine competence success or failure; rather, it functions as a significant predictor of self-regulatory capacity and selectively influences specific language sub-skills such as reading comprehension.
YouTube English Channel as a learning medium: Its effect on students’ speaking skills of Islamic senior high school
This study addresses a persistent challenge in English language instruction: although speaking proficiency is a core competency, many learners face barriers such as low self-confidence, limited access to varied learning media, and inadequate opportunities for active practice. The present research investigates the effect of using a YouTube-based English Channel as a learning medium on the speaking skills of students at an Islamic Senior High School. A quasi-experimental design was employed, involving two intact classes: XI MIA 1 (experimental group), which received instruction using a YouTube English Channel, and XI MIA 4 (control group), which was taught without the use of this medium. Speaking performance was assessed through video-recorded tests measuring five sub-skills: pronunciation, grammar, vocabulary, fluency, and comprehension. The experimental group demonstrated a mean gain of 5.71 points (from 67.26 to 73.03), whereas the control group showed only a marginal increase of 0.94 points (from 68.72 to 69.56). These results indicate that the integration of the YouTube English Channel yielded substantially greater improvement in speaking skills compared to conventional instruction. The study concludes that YouTube-based media contribute to a more contextualized, engaging, and interactive learning environment, thereby facilitating more optimal development of students’ oral proficiency. Pedagogically, the findings support the integration of digital media into English language teaching. Future research is encouraged to extend the contextual scope, include more diverse participant samples, and examine additional affective variables such as learner motivation and self-confidence.
YouTube, Speaking Skills, Learning Media, English Language
Needs analysis of English learning in an eastern Indonesian junior high school: A study in NTT
The absence of tailored English instructional materials for beginner learners in underserved regions may impede students' linguistic development. This study addresses this gap by identifying the specific learning needs of junior high school students in Kupang, East Nusa Tenggara (NTT), Indonesia. Employing an explanatory sequential mixed-methods design, data were collected from 27 purposively selected students at a public school in Kupang through online surveys and focus group interviews. Quantitative data were analyzed using frequency distribution, while qualitative data were subjected to thematic analysis. The quantitative findings revealed that 66.7% of students prioritized the development of speaking skills, despite persistent difficulties attributed to limited vocabulary knowledge. Additionally, 63% of respondents expressed a preference for technology-mediated English instruction. Thematic analysis of qualitative data generated five key themes: the need for oral communication competence, vocabulary constraints, preference for ICT-integrated learning, extrinsic motivational orientation, and the perceived value of audiovisual resources. In conclusion, English curriculum development and instructional material design for junior high school students in eastern Indonesia—particularly in NTT—should prioritize the reinforcement of communicative competence through systematic vocabulary and pronunciation instruction, complemented by the strategic integration of information and communication technology (ICT).
Need analysis; English curriculum and materials development; Junior high school; ICT integration
Non-linguistic teaching behaviors in English language teaching: A systematic mapping review of measures and reported outcomes
This systematic mapping review synthesizes 44 empirical studies published between 2010 and 2025 to examine how nonlinguistic teaching behaviors—increasingly relied upon in English language teaching (ELT) to guide attention, support meaning-making, and shape classroom interaction—are defined, operationalized, and linked to reported outcomes in ELT settings. Seven behavioral categories emerge from the evidence base: kinesics, oculesics, proxemics, haptics, paralinguistics, chronemics, and appearance or artifacts. These behaviors are measured using observation-based, perception-based, research-driven, and technology-assisted methods, resulting in a multimodal corpus that nonetheless exhibits a strong weighting toward kinesic features. Reported associations cluster across three outcome domains: classroom processes, student engagement, and perceived teacher effectiveness. However, outcome labels are frequently broad, and measurement granularity varies considerably, limiting analytical precision and cross-study comparability. The review identifies significant gaps in contextual coverage, construct alignment, and methodological consistency, indicating a field that is empirically active yet uneven in its development. To advance both theoretical rigor and instructional relevance, future research should establish clearer construct definitions, implement more robust multimodal measurement strategies, and adopt context-sensitive designs capable of elucidating the mechanisms through which nonlinguistic behaviors relate to learning-relevant processes.
Who learns more independently? Gender-based perspectives on English learning autonomy in university settings
This study investigated gender-based differences in English learning autonomy among Indonesian university students enrolled in an English Language Education Department. A total of 108 students (52 males, 56 females) participated in the study. Employing a quantitative research design, data were collected using a validated questionnaire that assessed six dimensions of learner autonomy. Descriptive statistics and an independent-samples t-test were used for data analysis. The findings revealed that male students demonstrated a moderate level of autonomy (M = 2.93), which was comparable to that of female students, who also exhibited a moderate level of autonomy (M = 2.89). The t-test indicated no statistically significant difference between genders (t(106) = 0.454, p = 0.650), with a small effect size (d = 0.09). These results suggest that gender does not function as a determining factor of learner autonomy within this specific educational context. Rather, learner autonomy appears to be more substantially influenced by individual and contextual variables, including motivation, metacognitive skills, and institutional support. The study highlights the importance of designing inclusive, learner-centered instructional strategies that foster autonomy for all students, irrespective of gender. In general, these findings contribute to the growing body of research emphasizing that learner autonomy is a dynamic, developable construct shaped primarily by educational practices rather than demographic differences.
From expectation to reality: A study on self-efficacy and motivational adjustment of Indonesian pre-service English teachers in cross- cultural teaching in Thailand
Cross-cultural teaching experiences, while often challenging, offer significant developmental value for pre-service teachers. Participants in such programs frequently encounter cultural norms and instructional contexts that diverge from their prior expectations. Despite the growing prevalence of international teaching practicums, empirical research specifically examining the expectation–reality gap in cross-cultural teaching remains limited. To address this gap, the present study investigates how Indonesian pre-service English teachers experience shifts between their initial expectations and classroom realities during a one-month teaching placement in Chiang Rai, Thailand. In addition, the study explores how such teaching experiences influence the participants' professional confidence and motivation. Employing a qualitative descriptive design, the researchers recruited five participants and conducted semi-structured interviews. The data were analyzed thematically to identify recurring patterns and emergent themes. The findings indicate that participants experienced uncertainty and diminished confidence when confronted with unanticipated classroom events and cultural differences. Over time, however, the cross-cultural environment served as a catalyst for rebuilding both confidence and motivation, suggesting that such challenges can be reframed as opportunities for professional growth within international English language teaching contexts. The study concludes by emphasizing the necessity of preparing pre-service teachers not only in pedagogical skills but also in cultural awareness and adaptability prior to participation in international practicum programs.
School-based language revitalization in practice: Implementing programs for the preservation of East Makian
This study examines the implementation of a language revitalization program for East Makian, an endangered language, within senior high school settings. It further investigates the discrepancy between policy directives and actual classroom practices, given the language’s persistent endangered status. The primary objectives are threefold: to determine the program’s effect on students’ cultural awareness and interest; to assess its impact on the number of proficient speakers; and to identify the facilitating and hindering factors affecting program implementation. A mixed-methods explanatory sequential design was employed, involving 183 student participants and five key informants across three schools. Findings indicate that the program’s overall impact was rated as Good (34.68), characterized by a significant increase in students’ cultural awareness and interest. The program’s effectiveness was also rated as Good (34.48); however, this was structurally constrained by the absence of a formal curriculum. Supporting and impeding factors received a rating of Fairly Good (33.80), with teacher commitment identified as a key facilitator, while the lack of a standardized curriculum remained a major barrier. Notably, no statistically significant difference was observed between the group exposed to the program and the non-exposed group (t = 0.052, p = 0.958). These results suggest that while the program positively influences attitudinal outcomes, it does not lead to measurable improvements in students’ productive language skills.
Language Revitalization; East Makian Language; Secondary Education; Program Implementation
Metaphors for advice messages in online sermons delivered by global Islamic preachers
Research on metaphor in religious discourse is essential, particularly in practical contexts such as preaching, where metaphor serves as a key vehicle for conveying abstract spiritual experiences and moral guidance. Despite its importance, metaphor use in religious settings remains underexplored, especially in digitally mediated forms of religious communication. This study investigates the use of metaphorical language in twenty Islamic online sermons focused on the theme of family. A balanced corpus was compiled, comprising sermons from ten male and ten female Islamic preachers, with the aim of analyzing the metaphors embedded in advice-oriented discourse. The inclusion of both genders allows for a comparative examination of potential differences in metaphorical expression between male and female preachers. The findings reveal that female preachers employ metaphors more frequently than their male counterparts. Furthermore, structural metaphors drawing on source domains related to future benefits—such as building, finance, and plants—are prominently used by both groups when conveying advice. These results suggest that while gender may influence the frequency of metaphor use, certain conceptual metaphors are shared across genders in the context of Islamic family-oriented preaching. The study contributes to the growing field of metaphor studies in religious discourse and highlights the need for further research on gender and metaphorical framing in digital religious settings.
Metaphors, genders, Islamic preachers, advice messages, online sermons