Elsya : Journal of English Language Studies
Elsya : Journal of English Language Studies (E-ISSN: 2684-9224; P-ISSN: 2684-7620) is a peer-reviewed, campus-based journal, published every February, June and October. Elsya Journal disseminates knowledge and generates debate on theoretical or real-world research related to English language studies particularly in developing and emerging countries. toto slot slot gacor situs slot TOTO 4D netralbet slot gacor selalubet spvtoto situs toto
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Exploring Digital English Exposure: Motivational Dynamics and Mental Health in Junior Secondary EFL Contexts
In an era when adolescents’ linguistic practices and emotional lives are increasingly mediated by digital platforms, understanding how social media shapes both language learning and psychological wellbeing has become an urgent educational priority. Although prior research has examined social media in EFL contexts and, separately, adolescent mental health, few studies have integrated these dimensions within a single analytical framework, particularly at the junior high school level in Indonesia. Addressing this gap, the present study investigates how digital English exposure through social media mediates the dynamic relationship between motivation to learn English and students’ mental wellbeing. Adopting a descriptive qualitative design, the research involved 220 Indonesian junior high school students, three English teachers, and two psychologists. Data were collected through questionnaires and semi structured interviews and analyzed inductively using thematic analysis. The findings reveal that platforms such as TikTok and Instagram function as dominant motivational spaces by providing authentic input, multimodal engagement, and low-pressure opportunities for incidental learning. At the same time, social media exerts differentiated psychological effects, ranging from emotional relief and confidence building to fatigue and stress depending on patterns of use. Importantly, the study demonstrates a cyclical interrelationship in which positive emotional states reinforce motivation, while motivated engagement enhances wellbeing. By offering empirical evidence from an integrated qualitative framework, this study contributes to interdisciplinary scholarship at the intersection of applied linguistics and educational psychology and provides pedagogical insights for designing digitally responsive and psychologically informed EFL practices in broader global contexts.
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Digital Phonological Visuals: Supporting Primary Learners’ Early Oral English Competence & Development
Early oral English competence is a fundamental foundation for children’s academic participation and social communication. However, primary EFL classrooms in Indonesia continue to face challenges such as limited English exposure, memorization-oriented pedagogy, and insufficient phonology-focused learning media aligned with young learners’ developmental needs. Although digital media is increasingly used in language education, empirical evidence remains limited on how phonological visual support can be systematically integrated with adaptive learning frameworks to enhance early speaking development at the primary level. To address this gap, this study developed and evaluated a Digital Phonological Visuals (DPV) based adaptive learning framework to support elementary students’ English-speaking development. A sequential explanatory mixed methods research and development design was employed, guided by the 4D model. The intervention involved total sampling of 55 sixth-grade students at YPK Klasaman 2 Elementary School, Sorong City. Data were collected through pre- and post-speaking tests assessing pronunciation, fluency, and basic accuracy, complemented by questionnaires and systematic classroom observations. Quantitative results demonstrated a substantial improvement in speaking performance, with mean scores increasing from 44.2 in the pretest to 84.9 in the posttest, yielding a high normalized gain of 0.71. Regression analysis further showed a strong relationship between the DPV-based adaptive learning framework and speaking development (R = 0.93; R² = 0.865). Qualitative findings supported these results, revealing increased learner engagement, enhanced phonological awareness, and greater confidence in oral production. This study contributes a phonology grounded, classroom feasible adaptive digital model with implications for inclusive early EFL speaking in resource constrained primary education contexts.
Verbal Engagement in ELT Classrooms: Classroom Climate and Speaking Behaviour in Papuan EFL Preservice Teachers
This study investigated the verbal communication behaviours of English Education students at the University of Papua (UNIPA) during the 2024/2025 academic year. Effective communication skills are critical for graduates, particularly in conveying scientific knowledge to broader audiences. However, observations at UNIPA revealed a prevalent pattern of passive communication among students, with only a small fraction actively participating in classroom discussions. Two main issues were addressed in this study: the trends and patterns in the verbal communication behaviours among students and the factors that significantly influence these behaviours. Using a survey approach, data were collected from 35 students (42.86% male, 57.14% female) through structured questionnaires, employing stratified random sampling combined proportional allocation and equal allocation to ensure representativeness. Key variables, such as self-concept, lecturer credibility, and classroom communication dynamics, were studied in relation to their influence on students’ verbal interactions. Furthermore, this study employed descriptive statistical tests in order to identify relations and trends among these variables. The results showed that the students had an average active engagement rate of 45.71% in asking questions and 48.57% in responding to them. Moreover, highly correlated were students’ impressions of lecturers’ trustworthiness and classroom communication environment with passive communication practices. More student engagement was linked, specifically, to more favourable classroom environments and greater opinions of lecturer trustworthiness. The study concluded that student involvement may be much raised by encouraging a more dynamic and inclusive classroom atmosphere as well as by strengthening lecturer-student relationship. These results provide practical implications for teachers, especially at UNIPA, by highlighting the importance of adopting strategies that support active learning. This include creating an encouraging classroom environment and improving teaching effectiveness. Therefore, teacher can better equip students with the skills and confidence needed to succeed in both their professional careers and social responsibilities.
Integrating Literary Semantics into ELT: Exploring How Lexical and Contextual Semantics Construct Socio-Economic Meanings
Literary texts offer rich linguistic resources for examining how language constructs social and economic realities, yet their potential for semantic analysis within English Language Teaching remains underexplored. Previous studies on Hawa Panas have primarily emphasized narrative structure and social criticism, leaving a gap in understanding how socio-economic meanings are linguistically encoded and how such analysis can inform language pedagogy. Addressing this gap, the present study investigates how lexical and contextual semantics construct socio economic meanings in the short story Hawa Panas by Silvester Petara Hurint, with particular attention to its relevance for ELT. Employing a qualitative descriptive method, the study analyzes words, phrases, clauses, and narrative excerpts using lexical and contextual semantic approaches. The findings reveal that economic monopoly, unfulfilled political promises, power ambition, and market manipulation are systematically produced through patterned language use that legitimizes domination, marginalization, and inequality. These meanings are unified by the metaphor of “Hawa Panas ,” which functions semantically to represent accumulated social tension and moral decay. The originality of this study lies in its integration of literary semantics with socio economic interpretation and language education, positioning literature as a medium for teaching meaning, ideology, and critical awareness. The study contributes to semantic and literary scholarship by demonstrating how meaning functions as a socially embedded practice shaped by ideology and power relations. It further advances ELT pedagogy by positioning literary semantics as a resource for developing learners’ semantic awareness, critical literacy, and understanding of language as a tool of socio-economic representation.
AI and Academic Discourse: Students’ Linguistic Perceptions of AI-Assisted Academic Writing in Higher Education
Artificial intelligence is rapidly transforming academic writing practices in higher education, reshaping how students generate ideas, construct arguments, and refine academic discourse. Despite the increasing adoption of AI tools in educational environments, limited research has explored how students themselves interpret the linguistic role of artificial intelligence in shaping their academic writing processes. Addressing this gap, the present qualitative study investigates students’ linguistic perceptions of AI assisted academic writing and examines how these perceptions influence writing behavior in higher education contexts. Data were collected from thirteen university students using preliminary observation, open ended online questionnaires, and in depth semi structured interviews to capture participants’ experiences with AI tools during the completion of academic assignments. The data were analyzed through thematic qualitative analysis, incorporating triangulation across multiple data sources to ensure credibility and depth of interpretation. The findings reveal that students predominantly perceive artificial intelligence as a linguistic support system that assists in idea generation, vocabulary expansion, grammatical accuracy, discourse organization, and revision of academic texts. AI also functions as a verification mechanism that strengthens students’ confidence in the clarity and correctness of their writing. However, the results simultaneously reveal a dual dynamic in which the efficiency and convenience of AI technologies may encourage greater reliance on automated assistance and reduce engagement in deeper analytical reasoning during the writing process. The originality of this study lies in its focus on students’ linguistic perceptions of AI mediated academic writing rather than technological performance or learning outcomes. The findings contribute to current discussions on AI mediated academic literacy and provide important implications for English language teaching by highlighting the need for balanced pedagogical strategies that integrate AI as a supportive learning resource while preserving students’ critical thinking, academic integrity, and intellectual autonomy in contemporary digital learning environments.
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Teaching Maritime English for Safety Communication: Evidence from Vessel Traffic Service Operation
Effective use of Maritime English is essential for maintaining navigational safety and preventing communication failures in international waters, particularly within Vessel Traffic Service environments where real time decisions influence vessel movements and risk levels. Despite the global adoption of Standard Marine Communication Phrases as a safety protocol, there remains limited empirical evidence on how these phrases are enacted in authentic operational settings and how such practices inform the teaching of Maritime English. This study investigates the real-world application of Maritime English for safety communication at Benoa Vessel Traffic Service in Indonesia. Using a qualitative descriptive design, data were generated through analysis of five communication transcripts, eleven semi structured interviews with operators, and three days of field observations. Findings reveal selective adherence to standard phrases during routine procedures, frequent shifts to simplified English and code switching in complex multilingual situations, and pragmatic prioritization of clarity and time sensitive coordination over strict protocol. These patterns highlight gaps between prescribed language taught in training and communicative realities faced by operators. The study contributes empirical insight for refining Maritime English pedagogy by integrating authentic communication tasks, simulation of multilingual scenarios, and training for adaptive yet safety-oriented language practices. In a broader context, the findings reinforce the importance of aligning ESP curriculum design with real operational discourse to support global maritime safety and enhance English language preparedness among future maritime professionals.
Authentic Spoken English on YouTube: Integrating YouTube Vlogs into Mobile-Assisted Extensive Listening for EFL Students
Despite unprecedented access to authentic spoken English through digital platforms, EFL listening instruction still largely relies on scripted materials that inadequately represent natural speech rate, pragmatic nuance, and accent diversity, creating a persistent gap between classroom listening and real-world comprehension. Addressing this gap, the present study examines the pedagogical potential of integrating YouTube vlogs as a genre-specific resource within mobile-assisted extensive listening. The study aims to analyze learners’ perceptions, reported learning outcomes, challenges, and self-regulated strategies associated with sustained vlog-based listening beyond the classroom. Adopting a ten-week qualitative-dominant case study design, data were collected from twenty university EFL students through one hundred listening journals, closed-ended questionnaires analyzed using descriptive statistics, open-ended questionnaires, and follow-up interviews, with pattern coding applied for qualitative interpretation. Quantitative findings indicate consistently positive trends, with mean scores above 3.20 for listening comprehension, motivation, pronunciation awareness, and exposure to diverse accents, while qualitative analysis reveals three dominant themes: linguistic noticing, affective engagement, and sociocultural awareness. At the same time, learners reported recurring challenges related to fast speech, unfamiliar accents, slang, and multimodal distraction, which were mitigated through self-regulated strategies such as replaying segments, using captions, and maintaining vocabulary logs. The novelty of this study lies in explicitly positioning YouTube vlogs as a structured extensive listening genre rather than a general digital supplement. The findings contribute empirical and practice-oriented evidence for designing scalable, autonomy-oriented listening pedagogy and inform curriculum-level decisions on integrating authentic mobile-mediated input in EFL contexts.
Mobile-assisted Language Learning (MALL)
Field-Driven Language Learning: Exploring Emotional Intelligence and Autonomy in Indonesian EOP Programs
Autonomous learning has emerged as a crucial pedagogical approach for equipping students with the skills necessary to thrive in dynamic, communication-driven industries such as tourism. However, limited research exists on the implementation of autonomous English language learning through field-based practices within Indonesian religious-affiliated universities. This study examines the practice of Autonomous Learning (AL) among students in the Travel Industry Study Program at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar through a collaborative field study conducted with international students from the SIT Program. Grounded in Humanistic Learning Theory and Emotional Intelligence frameworks, this mixed-methods research investigates three core objectives: the implementation of AL in English learning, indicators of autonomy within the learning process, and the emotional impact on learners. Data were gathered through literature documentation, a student survey, and data triangulation involving program reports, academic references, and participant responses. The findings reveal that AL was effectively fostered through student-centered, collaborative field experiences that encouraged self-direction, intrinsic motivation, and emotional engagement. Despite moderate self-awareness and vocabulary limitations, students exhibited positive emotions such as joy and increased self-esteem, validating the affective benefits of the program. This study contributes to the discourse on learner autonomy by demonstrating how humanistic and experiential learning environments can bridge linguistic, cultural, and psychological gaps. It advocates for institutional support in re-establishing collaborative programs and integrating AL practices into EOP (English for Occupational Purposes) pedagogy, thereby offering a model adaptable to similar educational contexts across Indonesia and beyond.
Unraveling the Power of Written Feedback: A Meta-Synthesis on Student Academic Writing
A single written comment can redirect a learner’s academic trajectory, yet evidence on which written feedback practices most effectively improve student academic writing remains dispersed across studies, contexts, and delivery modalities. This study addresses that gap by integrating findings on feedback types, feedback delivery, and contextual influences to clarify how written feedback supports academic writing development, particularly in EFL settings. Employing a qualitative meta synthesis, we reviewed 25 peer reviewed studies published between 2017 and 2024, selected through explicit inclusion criteria and appraised for methodological quality, then analysed using thematic coding to generate higher order interpretive themes. Findings show that formative feedback most consistently supports improvement because it guides revision decisions, scaffolds self-regulation, and builds writer confidence; in contrast, summative feedback and corrective feedback contribute mainly to evaluation and linguistic accuracy and are less likely to generate durable gains when used alone. Across delivery methods, teacher feedback, automated tools, and web platforms show potential, but impact is strongest when technology mediated input is paired with teacher mediation and clear explanation. The synthesis further indicates that student emotions and culturally shaped expectations condition trust, engagement, and whether feedback is translated into substantive textual change. The study contributes an integrated framework that treats feedback effectiveness as a system linking purpose, medium, affect, and context, with implications for feedback design, teacher feedback literacy, and responsible digital feedback policy in higher education. Future research should test which iterative feedback features drive lasting improvement and how hybrid human and intelligent feedback can be optimised for equitable learning.
Teaching Digital Pragmatics: Politeness Strategies and Face Negotiation in Real-Time Game-Based Interaction
In the context of increasingly dynamic digital communication, multiplayer online games have evolved into socially rich environments where real-time interaction reflects complex pragmatic behavior. This study investigates how players from Southeast Asian gaming communities negotiate face and utilize politeness strategies during live voice-based gameplay. Unlike previous research that centers on text-based or asynchronous interactions, this study addresses a critical gap by examining how paralinguistic elements such as tone, laughter, and vocal exaggeration influence pragmatic choices in synchronous digital communication. Grounded in Brown and Levinson’s Politeness Theory and Goffman’s concept of face, the study analyzes 120 naturalistic voice chat interactions collected from Overwatch 2 and Dota 2 using qualitative discourse analysis and thematic coding. The results demonstrate that players frequently rely on humor, indirect expressions, and culturally rooted metaphors to manage face-threatening acts and sustain group cohesion under competitive pressure. Rather than confronting errors directly, players use strategic tone modulation to reframe criticism as shared amusement, thus preserving social harmony. The study contributes to digital pragmatics by emphasizing the performative and relational aspects of game-based interaction. These findings carry broader implications for understanding emotional regulation, intercultural communication practices, and the development of socially aware interaction systems in online platforms that prioritize rapid, collaborative exchanges.
From Augmentation to Redefinition: ICT-Integrated EFL Learning Tasks Based on SAMR Framework
The integration of Information and Communication Technology (ICT) into English as a Foreign Language (EFL) education is increasingly vital for fostering twenty-first-century competencies. Although digital pedagogy has gained global momentum, few studies thoroughly examine ICT integration in classroom tasks from both instructor and learner perspectives, particularly in the context of Indonesian higher education. Addressing this gap, the present study investigates the extent and depth of ICT use in EFL classrooms through the lens of the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. Employing a qualitative case study design, data were collected from ten English lecturers and 250 students across three private universities in Jakarta via classroom observations, semi-structured interviews, and document analysis. Guided by Miles and Huberman’s interactive model, the analysis triangulated findings across multiple sources. Results indicate that ICT use is concentrated at the substitution and augmentation levels, especially for reading and listening tasks. In contrast, speaking and writing activities show more advanced integration, including instances of redefinition such as multimedia storytelling and collaborative blogging. Key barriers to deeper ICT integration include uneven digital literacy, inadequate infrastructure, and limited pedagogical training. This study contributes to digital language pedagogy by mapping language skills to SAMR stages and identifying pedagogical, institutional, and policy implications. It offers actionable insights for educators and policymakers to promote more systemic, equitable, and student-centered digital learning environments in EFL contexts.
ESP in the Digital Age: Mapping Tools, Platform, and Pedagogical Shifts in Higher Education
The accelerating integration of digital tools into English for Specific Purposes (ESP) instruction has reshaped how language education addresses professional competencies across disciplines. However, a significant gap remains in understanding how these technologies are customized to meet domain-specific linguistic and communicative needs. This study investigates trends, challenges, and pedagogical implications of technology-enhanced ESP instruction in higher education between 2019 and 2025. Utilizing a PRISMA-based protocol, 21 peer-reviewed studies were selected from Scopus and Crossref, applying strict inclusion criteria focused on mobile applications, learning management systems (LMS), virtual reality (VR), and asynchronous tools. Thematic synthesis revealed that mobile apps and LMS improved learner engagement, vocabulary acquisition, and autonomy, particularly in fields such as healthcare, engineering, and tourism. VR tools showed promise in simulating professional contexts for immersive language practice. Nevertheless, barriers such as inadequate infrastructure, uneven digital literacy, and limited teacher training continue to hinder optimal implementation. Notably, few studies provided evidence on long-term outcomes or field-specific customization of digital tools, highlighting a critical gap in sustained pedagogical innovation. This study contributes a structured overview of effective practices and persistent challenges in ESP technology integration, offering strategic insights for curriculum designers, teacher educators, and policymakers. By advocating for equity-focused, professionally aligned digital instruction, the study underscores the need for tailored innovations that bridge the divide between academic language education and real-world communication demands in specialized fields.
Politeness Lost in Translation? A Linguistic Study of Impolite Twitter Reactions on Bloomberg’s G20 Summit Post
In the era of digital globalization, online discourse often becomes a battleground of competing ideologies, emotions, and linguistic behaviors, particularly on platforms like Twitter, now known as X. This study explores the intersection of impoliteness strategies and annotated translation techniques by analyzing forty selected user comments responding to Bloomberg’s posts about the 2022 G20 Summit in Bali, Indonesia. These comments, perceived as inappropriate or impolite, reflect not only socio-political tensions but also the complex challenges of preserving communicative intent in translation. Employing a qualitative design grounded in Culpeper’s impoliteness framework and Molina and Albir’s taxonomy of translation techniques, the study identifies three dominant impoliteness purposes: entertainment (57.5%), affective (32.5%), and coercive (10%), alongside five translation techniques including compensation, variation, modulation, literal, and transposition. A key finding reveals that the translation techniques used did not always align directly with the original communicative purpose, highlighting the translator’s interpretive agency. This research addresses a significant gap in translation studies by focusing on the nuanced function of impolite language in digital public discourse and how translation reshapes or mediates its effect. By situating translation within the dynamics of sociocultural offense and affective expression, the study contributes to a richer understanding of pragmatics in multilingual media contexts. It provides practical implications for translation practitioners, educators, and discourse analysts concerned with linguistic fidelity, cultural sensitivity, and communicative efficacy in cross-cultural digital environments.
Bridging the Contextual Realism Gap: A Learning Analytics Model for STCW-Compliant Maritime English Training
This study addresses a critical gap in online SMCP training, aiming to enhance maritime safety through effective communication, aligned with STCW competency standards. Employing a mixed-methods instrumental case study design, this research involved 60 second-year cadets at an Indonesian maritime university, by purposive sampling. To control for confounding factors, their prior English proficiency was assessed using TOEFL-equivalent baseline scores. Methods: Data were triangulated from four sources: Learning Management System (LMS) logs, STCW-aligned academic transcripts, and a validated 20-item Likert-scale survey (Cronbach’s α = 0.89), complemented with semi-structured interviews (n=10) to explore cadet perceptions in depth. Analysis involved Pearson correlation assess relationships between engagement metrics and performance, complemented by thematic analysis of qualitative data. Findings reveal a strong positive correlation between radio simulation time and oral proficiency scores (r=0.61). Critically, cadets achieved lower scores in timed radio simulations (M=75%) compared to standard oral tests (M=82%). This discrepancy was explained by thematic analysis, uncovered a fundamental 'contextual realism gap' by which simulations failed to reflect real-life stresses aboard a ship, like engine noise. Moreover, technical barriers such as audio latency prevented 65% of cadets engaged in this manner from transferring their skills across tasks. The contribution of the study is the first data-driven evidence linking online engagement to STCW outcomes through an integrated diagnosis. These findings are critically significant for English for Specific Purposes (ESP) curriculum design, suggesting the use of immersive simulations with stressors and personalized, AI-driven pronunciation feedback to meet STCW operational competency standards.
Media Literacy as Linguistic Practice: English Foreign Language Learners Respond to Hoaxes and Hate Speech
The rapid spread of hoaxes and online hate speech has intensified the need for pedagogical approaches that extend beyond linguistic competence toward critical digital citizenship, particularly in English as a Foreign Language (EFL) contexts. This study examines EFL learners’ perceptions of integrating media literacy into English instruction and evaluates its effectiveness in enhancing critical evaluation skills, confidence, and responsible online engagement. Using a descriptive mixed-methods design, the study involved 175 undergraduate students at an Indonesian Islamic university who participated in a structured two-week media literacy intervention embedded in English reading and writing classes. Semi-structured interviews were subsequently conducted with 20 selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis. The findings indicate that approximately 90 percent of participants reported improved ability to assess news credibility, identify misinformation, and engage respectfully in online discussions. Additionally, 87 percent experienced reduced anxiety when encountering hoaxes, and 89 percent felt better prepared to respond constructively to hate speech. Qualitative analysis revealed three interrelated themes: enhanced critical awareness, increased communicative confidence, and a strengthened sense of social responsibility as digital citizens. By addressing hoaxes and hate speech concurrently within an EFL classroom, this study fills an important empirical gap in non-Western contexts, where these issues are often examined separately. The findings demonstrate that integrating media literacy into EFL instruction serves a dual function: supporting language development while fostering ethical and responsible digital participation. These results have clear implications for incorporating culturally responsive media literacy into EFL curricula.
Rethinking EFL Grammar Instruction: Enhancing Student Outcomes through Self-Assessment in EFL Classrooms
Mastery of grammar, particularly subject-verb agreement in the simple present tense, remains a persistent challenge for Indonesian EFL learners due to structural differences between English and Bahasa Indonesia. Traditional methods often fail to foster deep grammatical competence. In response, this study explores the effectiveness of integrating self-assessment (SA) as a reflective learning strategy to enhance grammatical accuracy. Employing a quasi-experimental design, this study involved 38 third-semester English education students at a public university in Central Sulawesi, Indonesia. Participants were divided into an experimental group (n=18) that received SA-integrated grammar instruction and a control group (n=20) that received conventional instruction. Over eight sessions, students in the experimental group engaged SA activities using SA guidelines and reflection tasks while learning subject-verb agreement in the simple present tense. Pre- and post-tests were administered, and data were analyzed using descriptive statistics and independent sample t-tests. The findings revealed that the experimental group's learning achievement outperforms its counterpart, with mean post-test scores of 17.17 and 13.15, respectively. The T-test results confirmed a statistically significant difference in grammar achievement between the groups (p<0.001), favoring the SA-integrated instruction. These findings suggest that SA is an effective strategy for improving student grammar outcomes in using subject-verb agreement correctly This study underscores the value of SA as a practical and impactful approach in EFL grammar instruction and supports its integration into learner-centered curricula, particularly in alignment with Indonesia’ Kurikulum Merdeka.
Empowering EFL Students with Adaptive Materials: Enhancing Speaking Proficiency and Confidence among Indonesian University Learners
Spoken English proficiency remains a major challenge for Indonesian university students, often constrained by limited communicative practice, speaking anxiety, and a lack of adaptive learning resources. Existing studies recognize the potential of adaptive learning for improving learner autonomy, yet little research has quantified its effectiveness when embedded in textbook design. This study aimed to develop and evaluate adaptive learning materials to strengthen both spoken English perform76ance and self-confidence among EFL students in Indonesian higher education. Using a Research and Development design with the ADDIE model as adapted by Dick and Carey, the study progressed through systematic phases of needs analysis, design, development, implementation, and evaluation. Data were gathered through expert validation, student and lecturer questionnaires, and pre–post performance tests across one-to-one, small group, and large group trials. Quantitative results revealed strong validation scores from experts (87.50% for content and 88.63% for media), high practicality ratings from lecturers (87.50%) and students (86.44%), and significant gains in speaking performance and confidence after implementation. The developed textbook integrated adaptive, student-centered tasks and interactive feedback mechanisms that fostered measurable improvements in both linguistic competence and affective readiness. These findings confirm the viability of adaptive learning-based materials in bridging gaps of traditional instruction. Beyond the Indonesian context, the study demonstrates how culturally responsive adaptive resources can inform EFL pedagogy more broadly, offering scalable strategies for universities seeking to enhance communication skills and learner confidence in global academic and professional arenas.
Interactive Digital Storybooks: A Personalized Approach to English Learning in Indonesian Primary Schools
In response to the growing emphasis on meaningful and student-centered English instruction in Indonesian primary schools, this study investigates the effectiveness of an Interactive English Story Book in fostering young learners’ engagement, motivation, comprehension, and autonomous learning. This study explores the potential and educational benefits of an Interactive English Story Book aimed at improving engagement, motivation, comprehension, and usability for young learners. A mixed-methods approach was utilized to combine quantitative trends with qualitative insights, facilitating a thorough understanding of learning processes. This design was selected to triangulate perceptual data from students and educators within genuine classroom environments. The investigation included 13 fourth-grade students from a suburban elementary school, serving as a phase to assess feasibility and user feedback. Data collection involved the use of student questionnaires, classroom observations, and interviews. The results indicated a high level of engagement, motivation, and usability, as students reacted favorably to the visual and interactive elements. Some minor comprehension challenges were observed in story contexts that were culturally unfamiliar, and educators reported connectivity issues in rural regions. This study presents a unique approach by integrating digital storytelling, English as a Foreign Language pedagogy, and curriculum reform, validated through mixed-method classroom research. This provides foundational evidence for expanding digital storytelling innovations within Indonesia’s Merdeka Belajar framework and for future longitudinal studies in English as a Foreign Language.
Utilizing the Genre-Project Based Approach for Enhancing Students’ English Research Article Writing: A Rhetorical Move Analysis
Situated within English for Specific Purposes (ESP) writing, this study addresses the limited evidence on how genre based instruction can be combined with project based learning to develop novice writers’ control of rhetorical moves in research articles. It investigates how a genre project based approach enhances the rhetorical organization of English research article (RA) sections and why particular moves are selected by students. Using a qualitative content analysis design, the study draws on 23 RAs produced in pairs by 46 Indonesian EFL undergraduates over a ten week course, complemented by a focus group interview with 10 volunteers. The pedagogy integrated three genre stages and five project phases, while the students’ texts were analysed using Swales and Feak’s move framework and the interview data were thematically coded and validated through peer debriefing. The findings show that students successfully deploy core moves in the abstract, method, and results sections, yet display fragmented control of move 1 (establishing a territory), move 2 (establishing a niche), the articulation of limitations, and recommendations in the introduction, discussion, and conclusion. At the same time, they develop emerging genre and metacognitive awareness, evident in more principled decisions about section purpose, title construction, and alignment between research design and move choices. Overall, the study demonstrates that a genre project based approach can scaffold ESP RA writing while raising rhetorical consciousness, with implications for the design of academic writing courses in EFL teacher education and for future work that traces students’ move development over time.
Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development
Fostering social-emotional skills has become an essential dimension of language education, yet English classrooms often prioritize linguistic proficiency while neglecting affective development. This study addresses that gap by investigating how the Student Teams Achievement Divisions (STAD) cooperative learning model can enhance students’ social-emotional growth, particularly in empathy, confidence, and collaboration within English learning contexts. Using a mixed-methods design, data were collected from nine students in the Nursing Department through interviews, focus groups, reflective journals, and classroom observations, complemented by pre- and post-surveys on social-emotional skills and English performance data. Students participated in structured STAD activities designed to promote cooperative interaction and shared accountability. The findings revealed meaningful gains in empathy as students demonstrated stronger mutual respect, actively supported peers, and showed greater sensitivity toward different abilities and perspectives. Their confidence in using English increased significantly, with participants reporting lower anxiety, greater willingness to speak, and stronger self-assurance in sharing ideas during group discussions. Collaboration also improved, as students expressed higher motivation, enjoyment in teamwork, and more active participation in achieving shared goals. Although challenges such as shyness and uneven participation emerged, these were outweighed by the positive interpersonal dynamics created by STAD. This study contributes evidence that incorporating STAD in English classrooms can simultaneously cultivate empathy, build confidence, and strengthen collaboration, creating inclusive learning environments that support both language acquisition and social-emotional development.
Intercultural Awareness in English Education: Bridging Cultures for Effective Teaching and Learning in Ghana
Teachers understanding of culture diversity in the classroom is key to promoting learning. Therefore, there is the need for teachers to develop and implement effective pedagogical practices that foster intercultural competence in the Classroom. However, available literature suggests that while abundant anecdotal and perceptual evidence exists about the importance of understanding diversity in English as a second language classroom, information on teachers’ intercultural competence and prevalence of culturally responsive teaching practices among English language teachers is inadequate. This study therefore examined the intercultural competence teaching practices in English language classrooms in Ghanaian classrooms. Adopting the Socio-cultural Theory within a quantitative approach with a descriptive survey design, a sample of 154 English language teachers were randomly sampled from basic schools in Awutu-Senya-East municipality of Ghana. The results reveal that English language teachers in the municipality recognize the significance of intercultural competence and demonstrate capabilities to integrate culturally responsive teaching strategies within their classrooms. Furthermore, the findings indicate variations in confidence levels and practical implementation, particularly in adapting teaching methods to diverse cultural learning styles and accessing support and resources necessary for these adaptations. The findings imply that occasional but frequent professional development seminars and training sessions centred on intercultural competency teaching methods for English language teachers be carried out. Additionally, School Improvement and Support Officers (SISOs) should be trained to equip them with the knowledge to ensure constant prompting of teachers.
Midwifery Students' Perceptions of Utilizing Artificial Intelligence (AI) for English Language Learning (ELL)
This study aims to explore the language politeness of elementary school students in daily interactions, analyze the integration of digital literacy in Indonesian language learning, and describe the barriers in the process. Using a qualitative approach with a phenomenological design, the research was conducted at ICT Al Abidin Elementary School in Surakarta. Data was collected through observation, interview, and documentation study, the research was analyzed using Miles and Huberman's interactive technique. The results showed that students have a fairly good level of language politeness in formal contexts, but still face challenges in informal and digital interactions. The integration of digital literacy in Indonesian language learning has been comprehensively implemented, including the use of e-books, online information search, and multimedia projects. Students show a positive response to this integration. The main barriers include access to inappropriate content and challenges in teaching language politeness in digital environments. The study concludes that despite significant progress, continued efforts are needed to maximize the potential of technology in effective and relevant Indonesian language learning in the digital era.
Scaffolding Humor Comprehension Through Pause-and-Discuss in Indonesian EFL Classrooms
This study aims to explore the effectiveness of a pause-and-discuss approach in integrating stand-up comedy into English as a Foreign Language (EFL) instruction. This qualitative case study utilized twenty-six undergraduates from an English class at an Indonesian university. Data comprised a Likert-scale survey, open-ended written reflections, and classroom discussions. Survey responses were summarized using descriptive statistics, and the qualitative data were thematically coded based on Saldana’s (2016), with triangulation across sources. Results indicate that while learners initially experienced difficulties in processing humor due to idiomatic language, rapid delivery, and cultural references, the pause-and-discuss strategy enabled them to scaffold comprehension collaboratively, improve vocabulary retention, and enhance pragmatic awareness. Exposure to authentic stand-up performances developed learners’ intercultural competence, allowing them to compare cultural perspectives and negotiate meaning beyond textbook learning. While previous studies on humor pedagogy in EFL context have provided descriptive account without cross-source validation, this research fills that gap through a triangulated design validating the pedagogy, whereas existing studies offer descriptive accounts without cross-source checks. Broader implications suggest that humor can be deliberately integrated into curriculum design and that teacher training programs should include preparation for scaffolding humor in EFL contexts, making classrooms more engaging, culturally responsive, and learner-centered.
Metonymy in Motion: How Metonymy Shapes Soccer Narratives and Enhances ELT Practices
This study addresses a critical gap in sports linguistics by exploring the cognitive semantic role of metonymy in digital soccer journalism, an area that remains underexamined despite its pervasive use in media discourse. Using a corpus-based cognitive semantic approach, this qualitative study examines the prevalence and patterns of metonymy in soccer news articles published on Goal.com. A purposive sampling technique was employed to select 250 news articles collected from August 2021 to May 2024, providing a robust dataset for analysis. The findings reveal that "whole for part" metonymy dominates, where teams, leagues, or nations substitute for individual players or components, reinforcing collective identity and aligning with readers’ cognitive schemas. Metonymic collocations also exhibit consistent patterns, with renowned teams and leagues frequently serving as proxies for players and events, demonstrating a cognitive preference for associating collective entities with their constituents. These results highlight metonymy’s role in simplifying narratives, enhancing audience engagement, and shaping cultural representations in digital sports media. Beyond its linguistic significance, this study contributes to English Language Teaching (ELT) by demonstrating how metonymy-based corpus analysis fosters critical reading, discourse analysis, and media literacy. Sports journalism serves as an engaging pedagogical resource for teaching pragmatic competence and lexical awareness, helping learners decode implicit meanings and cognitive framing. By showcasing metonymy’s role in narrative efficiency and cognitive engagement, this study underscores its broader implications for media studies, cognitive linguistics, sports journalism, and ELT.
Digital Learning for Young Minds: The Power of Educational Innovation in Early English Reading Mastery
Despite the growing emphasis on early childhood English literacy, research on the direct impact of educational technology on young learners' reading skills remains limited, particularly in the Indonesian context. Existing studies often focus on conventional teaching methods or generic digital tools without empirically testing the effectiveness of structured educational technology interventions. Addressing this gap, this study investigates how interactive educational technology enhances early English reading skills in preschoolers. Using a quasi-experimental design with a two-group pretest-posttest control setup, the research involved 60 children aged 5–6 years, divided into an experimental group (n=30) exposed to technology-assisted learning and a control group (n=30) using traditional methods. Data were collected through structured observational assessments and analyzed using an Independent Samples Test. Findings revealed a statistically significant improvement in the experimental group’s reading ability, as indicated by a p-value of 0.001 (<0.05), confirming that technology-based interventions effectively enhance young learners' English reading proficiency. This study contributes to the discourse on early literacy by demonstrating the role of digital tools in fostering emergent reading skills through engaging, interactive, and adaptive learning experiences. The results suggest that integrating educational technology in preschool curricula can bridge early literacy gaps and create an enriched learning environment. On a broader scale, these findings support the need for policy revisions in early education, advocating for digital inclusivity and pedagogical innovation to better equip children with foundational literacy skills in an increasingly technology-driven world.
Integrating Islamic Values and Local Wisdom in Designing English Textbook For Islamic Higher Education
The integration of Islamic values and local wisdom in English language education remains underexplored, particularly in the context of Islamic higher education. Many existing textbooks lack contextual relevance, leaving a gap in materials that can support both linguistic competence and cultural identity. This study seeks to address this gap by developing an English textbook specifically for students of the Islamic Family Law Study Program, incorporating both Islamic values and the local wisdom of Tana Luwu. Using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Research and Development (R&D) model, the study engaged 50 undergraduate students and three expert validators. The findings suggest a meaningful improvement in students’ English proficiency, as indicated by pre-test and post-test results, which showed a positive learning impact. The validation process also yielded encouraging results, with expert assessments averaging 3.6/4 for content and language, and 3.4/4 for design, suggesting the textbook's strong potential with minor refinements. Student perception surveys further reinforced its effectiveness, with 91% finding the textbook useful, 88% recognizing its cultural and religious relevance, and 80% highlighting its engaging and interactive features. Qualitative feedback highlights greater motivation and a stronger connection to English and Islamic legal principles. This study contributes to culturally responsive pedagogy by providing an empirical, data-driven framework for integrating religious and local cultural values into English language education. Its broader implication lies in offering a scalable model for similar curriculum developments in other disciplines, reinforcing education's role in preserving cultural identity while enhancing linguistic competencies in Islamic higher education.
Get Ahead with Quizizz Paper Mode: Improving Reading Comprehension of EFL Students
This study explores the impact of Quizizz’s Paper Mode on the reading comprehension of English as a Foreign Language (EFL) students, addressing a gap in the literature regarding this relatively new feature. Despite the widespread use of Quizizz in digital education, its Paper Mode, which incorporates barcode scanning to assess student responses on printed quizzes, remains under-explored. Using an experimental design, the study involved two groups of eighth-grade students: an experimental group using Quizizz Paper Mode and a control group utilizing conventional media for reading comprehension activities. A total of 16 students participated, with 8 students in each group. The research employed a pre-test to measure baseline reading comprehension and a post-test to evaluate the effect of the intervention. Statistical analysis, specifically independent sample t-tests, revealed a significant difference in the post-test scores between the two groups (p=0.035), indicating that students in the experimental group showed greater improvement in reading comprehension compared to those in the control group. These results highlight the potential of Quizizz Paper Mode as an effective tool for enhancing reading comprehension, suggesting its efficacy in integrating digital features with traditional paper-based assessments. The study’s findings contribute to the understanding of hybrid learning environments, illustrating how innovative educational tools like Quizizz Paper Mode can support meaningful learning experiences and improve student performance. This research underscores the growing importance of incorporating advanced media in educational practices to foster engagement and achievement in EFL classrooms.
Differentiated Instruction Strategies to Enhance EFL Learning in A Mixed-Proficiency Seventh-Grade Classroom
In the context of EFL in Indonesian junior high schools, classrooms often comprise students with mixed proficiency levels. This poses challenges due to the heterogeneity in their initial proficiency. This study explored the practical implementation of Differentiated Instruction (DI) strategies in a seventh-grade English class with mixed competency levels and investigated students’ perceptions of the implementation in terms of its efficacy and acceptability. This study was conducted in four weeks and involved thirty-one seventh-grade students from a public Junior High School in Yogyakarta. Data were collected using a questionnaire, observation field notes, semi-structured interviews, and teaching-learning artifacts. The quantitative data were analysed descriptively, while thematic approach was employed to analyse the qualitative data. The findings showed that various DI strategies were implemented across the three learning dimensions, i.e. content, process, and product. Students generally had positive perceptions of the DI strategies as they had better learning experiences, enhanced learning motivation, and improved collaboration skills. The mean score for student satisfaction was high (M = 4.22), with product differentiation receiving the highest rating (M = 4.48). However, a concern was raised regarding the mixed-proficiency grouping. These findings suggest that carefully-designed DI strategies could enhance students’ learning experiences and minimize challenges in EFL mixed-proficiency classrooms. This study provides insights into practical implementation of DI in secondary-level EFL contexts. It also suggests that instructional practices in diverse EFL classrooms should be improved.
Exploring Effective Reading Tasks for Senior High School: Addressing Key Gaps Using Barrett’s Taxonomy
This study addresses a critical gap in high school reading instruction by analyzing the development needs of reading comprehension tasks through the lens of Barrett’s Taxonomy. Despite its established utility in structuring comprehension levels, Barrett’s Taxonomy is underutilized in Indonesian high school curricula, leaving a gap in tasks that adequately foster inferential and evaluative skills. Aiming to bridge this gap, this research employed a cluster random sampling method to select six high schools in Padang, effectively capturing a representative sample of English teachers’ perspectives. Data were gathered through questionnaires and structured interviews with one teacher from each school, focusing on their preferences for reading task content and structure. Results reveal that teachers highly prioritize reorganization, inferential comprehension, evaluation, and appreciation, with a slightly lower emphasis on literal comprehension. Furthermore, teachers favored content areas such as significant phenomena, culture, science and technology, health, social issues, and natural disasters across various text types. Identified areas for task improvement include enhancing topic diversity, aligning texts with students' cultural backgrounds and proficiency levels, and incorporating higher-order thinking skills (HOTS). The study’s findings underscore the need for culturally relevant, cognitively engaging tasks that support both language acquisition and critical thinking skills. In the broader context, this research contributes valuable insights for curriculum developers and educators worldwide, advocating for reading tasks that align with global educational priorities to foster analytical skills, thereby preparing students to navigate complex information landscapes.
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Contemporary Issues in Linguistics: A Systematic Literature Review on Emoji and Emoticon
This research aims at reviewing the previous studies on emojis and emoticons in computer-mediated communication to provide information the extent to which they have been studied, as well as proposing a new concept for investigation and how it is implemented in research. To answer the research objectives, the author reviewed articles about emojis and emoticons published from 2012-2021. The data are collected by using an application called Publish and Perish, as well as free social networking sites ResearchGate and Academia. The findings of the previous research are then synthesized. The research results show that the differences and similarities of emojis and emoticons, as well as which of them is used more often and why one of them is preferred have been investigated. Both emojis and emoticons are used to express emotion, clarify meaning, substitute texts and punctuations. Then, the use of emojis and emoticons is influenced by social relationships, level of formality and gender, emotional relationships, social media platforms, and linguistic patterns. Despite that, emojis and emoticons are not used correctly in terms of the meaning contained in them and have not been much studied by using linguistic theories. It implies that more research on emojis and emoticons which is paired with linguistic theories is needed. For that reasons we propose that the myth which emerges as the folded hand emoji is used and why the myth emerges are studied in the future research.