FOSTER: Journal of English Language Teaching

The Effect of Think–Pair–Share on Students’ Reading Comprehension of Descriptive Texts in Indonesian Senior High School

Cinta Nanda Zerenta Pangesti Salma — 2026-07-25

This study aimed to examine the effect of the Think–Pair–Share (TPS) technique on students’ reading comprehension of descriptive texts among eleventh-grade students at SMA Negeri 5 Purworejo. The study was motivated by the need to promote more interactive and student-centered strategies in reading instruction, particularly in understanding descriptive texts. A quantitative pre-experimental method employing a one-group pre-test and post-test design was used. The participants consisted of 36 students selected through purposive sampling. Data were collected using reading comprehension tests administered before and after the implementation of the TPS technique. The collected data were analyzed using both descriptive and inferential statistics to determine the extent of students’ improvement. The results of the paired sample t-test revealed a statistically significant difference between pre-test and post-test scores (p < 0.05), indicating that the TPS technique had a positive and meaningful effect on students’ reading achievement. The improvement can be attributed to the structured stages of TPS, which require students to think independently, collaborate with peers, and actively share their ideas in class discussions. These stages foster greater engagement, critical thinking, and deeper comprehension of the text. Moreover, the interactive nature of TPS supports students in constructing meaning more effectively through social interaction. Therefore, TPS can be considered an effective and practical instructional strategy for enhancing students’ reading comprehension. This study also contributes to the existing literature by providing empirical evidence on the application of TPS in teaching descriptive texts and offers valuable insights for English teachers seeking to implement collaborative learning approaches in reading classrooms.

Enhancing Motivation and Learning Outcomes in EFL Through the Cake Application

Nurul Susan Habawiyah — 2026-07-25

This study aims to analyze the effect of using the Cake application on students' motivation and learning outcomes in learning English. This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The participants of this study consisted of 64 students divided into two groups: 32 students in the experimental class and 32 students in the control class. Data were collected through a learning motivation questionnaire and learning outcome tests administered before and after the treatment. The research instruments were first tested for validity using Pearson Product Moment correlation and for reliability using Cronbach's Alpha coefficient. Data analysis was conducted using normality tests, paired sample t-tests, independent sample t-tests, N-Gain analysis, and effect size calculation. The results of the study indicate that the use of the Cake application has a positive effect on students' motivation and learning outcomes. The improvement in motivation and learning outcomes in the experimental class tends to be higher than that in the control class, which used conventional learning methods. Furthermore, the N-Gain analysis shows that the improvement in the experimental class falls into the moderate category, while the control class falls into the low category. The effect size calculation also indicates that the use of the Cake application provides a moderate effect on improving students' motivation and learning outcomes. In conclusion, the Cake application can be used as an effective technology-based learning medium to enhance students' motivation and learning outcomes in English learning.

Exploring Indonesian Non-English Majors’ Attitudes toward TikTok Soundtracks for L2 Vocabulary Learning

Lemmuela Alvita Kurniawati — 2026-07-25

Despite the growing research on TikTok as a language learning tool, studies examining TikTok soundtracks to learn L2 vocabulary are still scarce, especially among non-English major students in Indonesia. This study aims to investigate Indonesian non-English-major university students’ attitudes and perceptions towards the use of English TikTok soundtracks for second language (L2) vocabulary learning. An explanatory sequential mixed-methods design, using a nine-item Likert-scale questionnaire distributed to 117 participants from 54 universities across 17 provinces in Indonesia. Semi-structured interviews were conducted with six purposively selected participants. Quantitative findings revealed positive attitudes across four categories: perceived effectiveness, emotional engagement, convenience, and perceived enjoyment, with a mean score of 3.48. Perceived enjoyment received the highest mean score (M=3.57). Quantitative findings revealed three themes: English TikTok soundtracks help students understand vocabulary in context, provide a supportive, low-anxiety learning environment, and facilitate pronunciation development. Both quantitative and qualitative findings suggest that TikTok functions as an engaging tool for L2 vocabulary learning outside the classroom. The study contributes to the body of research and literature in language education and in the potential of TikTok soundtracks as a complementary resource for vocabulary and pronunciation development in informal learning contexts.

A Case Study of Code Mixing in an EFL Classroom

Maria Klarita Thein — 2026-07-26

This study investigates the use of code mixing by an English teacher in an EFL classroom at SMPN 1 Kefamenanu, East Nusa Tenggara, Indonesia. The study aims to identify the types of code mixing employed, determine the dominant type, and explore the pedagogical reasons underlying its use during classroom interaction. A qualitative case study design was employed involving one English teacher teaching ninth-grade students in the academic year 2025/2026. Data were collected through non-participant classroom observation, audio recordings, and an open-ended questionnaire. Classroom interactions were transcribed and analyzed using Muysken’s typology of code mixing, which includes insertion, alternation, and congruent lexicalization. The findings revealed 55 utterances containing code mixing, consisting of insertion and alternation, while congruent lexicalization was absent. Alternation emerged as the dominant type, accounting for 43 utterances (78%), whereas insertion occurred in 12 utterances (22%). The teacher predominantly employed code mixing to facilitate comprehension, clarify instructional content, support students with limited vocabulary, maintain effective classroom communication, and create a more comfortable learning environment. The findings suggest that code mixing functions as a purposeful pedagogical strategy in multilingual EFL classrooms, particularly in contexts where students have limited English proficiency. This study contributes to sociolinguistic research on classroom discourse by providing empirical evidence from a junior high school context in Eastern Indonesia, which remains underrepresented in previous studies.

A Correlational Study on Subtitled Movie Watching and Vocabulary Mastery among EFL Students

Muhammad Arif Musthofa — 2026-07-26

This study investigates the relationship between students’ habit of watching English movies with subtitles and their vocabulary mastery in an EFL context, addressing the limited evidence on how informal audiovisual exposure functions in natural learning settings. A quantitative correlational design was employed, involving 27 students selected through total sampling. Data were collected using a 20-item Likert-scale questionnaire to measure viewing habits (Cronbach’s α = .763) and a 25-item multiple-choice vocabulary test to assess vocabulary mastery. The results revealed a positive but weak and statistically non-significant correlation (r = .115; p = .568), indicating that frequent exposure to subtitled movies is not a strong predictor of vocabulary mastery. These findings suggest that informal exposure alone may not lead to substantial vocabulary development without sufficient cognitive engagement. The study highlights the importance of learner involvement and supports the view that the effectiveness of audiovisual input depends on how learners process the input rather than the exposure itself. This study contributes to the understanding of informal language learning by emphasizing the gap between perceived and actual learning outcomes in natural contexts.

Exploring Learning Strategies and Habit Formation in Developing English-Speaking Fluency

Tiarannisa Putri Lestari — 2026-07-26

English-speaking fluency is a critical competence for academic, professional, and interpersonal success, yet many learners encounter persistent linguistic, affective, and social barriers. This study employed a qualitative narrative inquiry to examine the learning strategies and habits formation of a highly proficient Indonesian EFL learner, selected through purposive sampling based on her achievements in debate and public speaking. Data were collected through semi-structured interviews and analyzed using Miles et al.’s (2014) iterative model. The findings revealed four deliberate strategies, self-talk, overcoming fear of mistakes, social interaction, and self-monitoring, that collectively enhanced confidence, resilience, and sustained oral practice. In parallel, two major dimensions of habits formation, early exposure to English through parental support and media input, and integration of English into daily life across school, professional, and familial contexts. emerged as decisive in sustaining fluency development. Unlike prior studies that emphasize group-level outcomes, this research provides a nuanced account of an individual learner’s trajectory, demonstrating how strategies and habits formation converge to embed fluency as a lifelong practice. The study contributes to the field by enriching limited research on highly proficient Indonesian EFL learners and offering pedagogical insights into how deliberate strategy use and consistent routines can be cultivated to foster enduring fluency growth.

Enhancing EFL Students’ Listening Skills through Podcast-Based Instruction

Intan Della Classica — 2026-07-26

This study investigates the impact of podcast-based listening activities on the listening comprehension skills of 11th-grade students at Muhammadiyah High School in Pagar Alam. While previous research has explored various multimedia tools in language learning, a gap remains in understanding how podcasts specifically enhance listening skills in secondary school settings. To address this gap, the study employs a quasi-experimental design with two groups: an experimental group of 30 students who participated in podcast-based listening activities, and a control group of 30 students who were taught using traditional listening exercises. Data were collected through pre-tests and post-tests to assess improvements in listening comprehension. The results indicate that the experimental group showed a significant improvement of 23.2%, compared to the control group's modest increase of 6.6%. These findings suggest that podcast-based activities can significantly enhance students' listening skills, providing a more engaging and flexible learning experience compared to traditional methods. The study’s implications include the potential for integrating podcasts into language curricula to offer students authentic, diverse listening exposure, thereby improving their overall listening proficiency.

ChatGPT in Indonesian EFL Academic Writing

Jihan Hikmah Awwaliyah Erfandy — 2026-07-26

The integration of ChatGPT into academic writing has raised important questions about its influence on students' cognitive processes, yet studies examining both critical thinking and creativity simultaneously in EFL contexts remain limited. This qualitative descriptive study explored students' perceptions of how ChatGPT influences their critical thinking and creativity in academic writing at Tadulako University, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with five purposively selected undergraduate students from the English Education Study Program who had experience using ChatGPT for academic writing tasks, and analyzed using Miles et al.'s (2014) qualitative procedures, guided by Facione's (1990) critical thinking framework and Torrance's (1966) creativity dimensions. The findings revealed three major themes: students engaged in active evaluative verification by cross-checking AI-generated content against academic sources; ChatGPT stimulated idea generation and topic exploration aligned with Torrance's dimensions of fluency and flexibility; and students consciously maintained their personal writing voice by paraphrasing and adapting AI outputs. The study concludes that ChatGPT can meaningfully support both critical thinking and creativity in academic writing when students engage with it reflectively and critically.

Integrating Critical Discourse Analysis into English Teaching Materials

Rahmi Kusno — 2026-07-26

This study explores the integration of Critical Discourse Analysis (CDA) into English teaching materials to promote students’ critical literacy and engagement in English as a Foreign Language (EFL) learning. The study addresses the problem that English teaching materials often prioritize linguistic competence while paying limited attention to critical awareness of ideology, power relations, and social meanings embedded in texts. The purpose of this study is to examine how CDA principles are integrated into English teaching materials and to identify classroom activities that support students’ critical discourse awareness. A qualitative case study design was employed in one Indonesian senior high school involving one English teacher and twenty Grade 11 students. Data were gathered through document analysis, classroom observations, and semi-structured interviews. English textbooks, teacher-developed materials, and supplementary texts served as the primary data sources. The data were analyzed using thematic analysis to identify recurring patterns related to classroom implementation, student engagement, and learning challenges. The findings indicate that CDA was mainly integrated through interactive and student-centered activities, including discussions, open-ended questioning, and role plays, rather than through systematic discourse analysis. Students generally demonstrated positive responses, increased participation, and emerging critical awareness, although differences in language proficiency and confidence remained significant challenges. The study highlights the pedagogical value of integrating CDA into EFL instruction to foster critical literacy and reflective learning. Its originality lies in providing empirical evidence from an Indonesian secondary school context, contributing to the growing discussion on critical pedagogy and socially responsive English language teaching.

Reframing ESP for Educational Technology Students

Lucia Ekawati Ikanubun — 2026-07-26

The development of English courses across various disciplines in higher education has gained increasing attention to address students’ needs. However, few studies have examined the English-language needs of Educational Technology students who serve as instructional designers who must navigate pedagogical discourse and technical documentation in English. The study aims to identify the Educational Technology students’ needs regarding their current abilities, learning difficulties, and perceived needs. The analysis was conducted through three views: Discrepancy, Diagnostic, and Democratic. Data were collected through questionnaires distributed to 93 students and a semi-structured group interview with eight participants. Findings revealed significant gaps in speaking and academic writing, while listening and reading demonstrated moderate proficiency, underscoring the need to strengthen communication skills. Students also demonstrated strong awareness of English's importance to their academic and professional futures, despite considerable gaps in their productive performance. This study contributes to the ESP needs analysis literature in the Educational Technology context, revealing discipline- specific communicative gaps with direct implications for ESP course design. This study furthermore offers concrete guidance for instructors and curriculum developers seeking to design contextualized ESP courses that reflect authentic communicative demands of instructional design practice.

Enhancing EFL Students Listening Comprehension Through Cloze Dictation

Nur Halima Malik — 2026-07-26

This study examines the effectiveness of the cloze dictation technique in improving the listening comprehension of EFL students, focusing on common problems including poor vocabulary identification, trouble capturing crucial information, and lack of focus during listening tasks. Two sets of eleventh-grade students were used in a quasi-experimental design: a control group (n = 35) was taught using traditional listening techniques, while an experimental group (n = 34) received instruction using cloze dictation. Pre-test and post-test listening assessments were used to gather data, and descriptive and inferential statistics were used for analysis. The results showed that whereas the control group made no discernible gain (from 58.86 to 56.71), the experimental group exhibited a significant increase, with the mean score rising from 60.44 to 73.38. The Mann-Whitney U test verified a statistically significant difference between the two groups (p = 0.006 < 0.05) because the data were not normally distributed. The findings show that the cloze dictation method successfully improves students' capacity to recognize spoken words, concentrate on important details, and derive meaning from auditory input. Pedagogically, this study highlights the importance of integrating structured and interactive listening activities to promote active engagement and deeper comprehension in EFL classrooms. Practically, English teachers are encouraged to incorporate cloze dictation regularly using varied and level-appropriate audio materials to support students’ listening development. Future research is recommended to explore the integration of this technique with other language skills or across different educational contexts to further validate its effectiveness.

Technology Acceptance of ChatGPT Voice Mode in English Speaking Practice

Mufid Lahiria Permata Hati — 2026-07-26

Non-native English-speaking students in international academic environments often face difficulties in developing speaking skills due to limited opportunities for practice, low confidence, and communication anxiety. Although artificial intelligence (AI)-based tools have been increasingly used to support language learning, limited research has examined international students’ perceptions of ChatGPT voice mode in non-English-speaking educational contexts through the Technology Acceptance Model (TAM). This study explores students’ perceptions of ChatGPT voice mode for English speaking practice, focusing on perceived usefulness, perceived ease of use, behavioral intention, and challenges encountered during its use. A quantitative survey was conducted with ten non-native English-speaking undergraduate students in Indonesia using a 20-item Likert-scale questionnaire, and the data were analyzed descriptively. The results indicate that students generally perceive the feature positively in terms of usefulness and ease of use (M = 3.0–3.4) and demonstrate a willingness to continue using it (M = 3.4). Reported challenges are relatively limited (M = 2.1–2.8), mainly related to speech recognition, accent differences, and limitations in replicating human interaction. Overall, ChatGPT voice mode functions as a supportive tool for independent speaking practice. The findings contribute to research on AI-assisted language learning and provide practical insights for integrating AI-supported speaking tools into language learning environments.

Examining the Effectiveness of the Fix-Up Strategy in Enhancing Junior High School Students’ Reading Comprehension

Aqilah Chanda — 2026-07-26

This study investigated the effectiveness of the Fix-Up Strategy in improving reading comprehension among eighth-grade EFL learners. Reading comprehension remains a persistent challenge for many students due to limited vocabulary, difficulties in understanding sentence structures, and inadequate strategic awareness during reading. While previous studies have reported the effectiveness of the Fix-Up Strategy, limited attention has been given to its structured implementation among Indonesian junior high school EFL learners. Therefore, this study examined the effectiveness of a systematic five-step Fix-Up Strategy in enhancing students’ reading comprehension achievement. This study employed a quantitative approach using a quasi-experimental pretest–posttest control group design involving 54 eighth-grade students from a public junior high school in Indonesia, divided equally into experimental and control groups. Data were collected through reading comprehension tests and analyzed using descriptive and inferential statistics through SPSS. The findings revealed a substantial improvement in the experimental group, with the mean score increasing from 45.07 to 74.85, while the control group showed only a modest increase from 39.41 to 45.48. The Mann–Whitney U test further confirmed a statistically significant difference between groups (p = .000). These findings indicate that the structured Fix-Up Strategy effectively enhances students’ reading comprehension and offers practical pedagogical guidance for EFL teachers in promoting more active and metacognitive reading practices in junior high school classrooms.

Integrating ChatGPT into EFL Critical Reading

Ilham Sahabuddin — 2026-07-26

This study examined the integration of ChatGPT into critical reading instruction and its association with students’ analytical thinking in an EFL higher education context. The study was motivated by the limited empirical evidence on how ChatGPT supports critical reading skills, particularly in identifying arguments, evaluating evidence, making inferences, comparing perspectives, and constructing analytical responses. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The study was conducted at Universitas Muhammadiyah Parepare and involved 10 fourth-semester students of the English Education Study Program enrolled in a Critical Reading course. Data were collected through analytical thinking tests administered before and after the intervention, using a critical reading rubric covering argument identification, fact-opinion distinction, evidence evaluation, inference, perspective comparison, idea connection, and evidence-based response construction. The data were analyzed using descriptive statistics, Shapiro-Wilk normality test, paired sample t-test, normalized gain, and Cohen’s d. The findings showed that the mean score increased from 58.50 in the pretest to 74.50 in the posttest, with a mean gain of 16.00. The normalized gain was 0.39, indicating moderate improvement. The paired sample t-test revealed a significant difference, t(9) = 13.74, p < 0.001, and Cohen’s d = 4.35 indicated a very large effect size. The results indicated that ChatGPT integration was associated with improved students’ analytical thinking in critical reading.

The Effects of Task-Based Animated Movies on EFL Students’ Listening and Speaking Skills

Serly Amanda — 2026-07-26

This study aimed to determine the effect of using animated films integrated with task-based activities on students’ listening and speaking skills at SMP Muhammadiyah 1 Pekanbaru. A quantitative method with a quasi-experimental pre-test and post-test control group design was employed. The participants were 56 seventh-grade students selected through purposive sampling, consisting of 28 students in the experimental class and 28 students in the control class. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, homogeneity test, and independent samples t-test with the aid of IBM SPSS Statistics 27. The results showed that the experimental class achieved higher post-test mean scores than the control class in both listening (87.50 vs. 73.21) and speaking (77.68 vs. 71.25). The mean gain in listening was 26.43 points in the experimental class compared with 16.25 points in the control class, while the mean gain in speaking was 26.61 points compared with 20.36 points, respectively. The independent samples t-test revealed significant differences in listening skills (p = 0.000) and speaking skills (p = 0.009). Furthermore, the estimated Cohen’s d effect sizes were 1.20 for listening and 0.72 for speaking, indicating large and medium-to-large effects, respectively. These findings demonstrate that integrating animated films with task-based activities can effectively improve students’ listening and speaking skills in EFL instruction.

Strategic Teaching in Inclusive EFL Classrooms

Rosa Anjani — 2026-07-29

This study explores teachers’ strategic teaching in supporting dyslexic students’ basic reading skills in Indonesian inclusive EFL classrooms, where evidence from authentic classroom practice remains limited. Using a qualitative case study design, the study investigates how an elementary school English teacher implements instructional strategies, adapts classroom practices, and addresses challenges in supporting dyslexic learners. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings indicate that the teacher employed multisensory phonics instruction, differentiated learning materials, and individualized scaffolding to facilitate students’ reading development. However, limited professional training, inadequate instructional resources, and time constraints remained significant challenges. These challenges were addressed through teacher initiative, including the development of low-cost instructional media and collaboration with parents. The study highlights the importance of teacher agency and adaptive instructional practices in supporting inclusive EFL reading instruction and provides practical implications for teachers working in resource-constrained inclusive classrooms.

Challenges in Implementing Differentiated Instruction with a Deep Learning Approach

Israyani Masyita — 2026-07-29

The study aimed to find out the teachers’ challenges in implementing differentiated instruction and deep learning approach in vocational EFL classrooms. This research used a qualitative method design where consist of 5 teachers selected through purposive sampling technique. Data collection involved the classroom observations and teacher’s interview while researcher recorded their answer to get more detailed information about the phenomenon being studied. The data was analyzed by using the reflexive Thematic Analysis (TA) criteria which consists of some steps, begin from familiarization with data, coding, generating initial themes, developing and reviewing themes until presenting a detailed teacher’s reflexive journals. The findings revealed that teachers still lack of experience in implementing differentiated instruction through deep learning approach in their classrooms. Not only that, some teachers also still confused on how to accommodate a diverse array of student needs, interests, and ability levels which were the most important thing in differentiated instruction implementation and also deep learning where both of those approaches can encourage students to explore content deeply, think critically, and apply their learning in meaningful contexts which is necessity for preparing learners for the challenges of the future. However, successful implementation requires sustained effort, investment in technology, and continuous professional development. Practically, this research will help educators, teachers, authorized bodies, students, and researchers to know the challenges that hinder successful implementation of differentiated instruction especially for English subject in vocational high school.

Enhancing Students’ Motivation in English Learning through Deep Learning, Teacher Self-Efficacy, and AI-Based Instruction

Santi Fira Novia — 2026-07-29

This study aimed to explore the integration of a deep learning-based pedagogical approach, teacher self-efficacy, and AI-based instructional media in enhancing students’ motivation in learning English at SMA Muhammadiyah 1 Temanggung. The study investigated how innovative teaching approaches, teachers’ confidence in their instructional abilities, and the integration of artificial intelligence in classroom practices contribute to creating a more engaging, interactive, and student-centered learning environment. The topic was considered important because students’ motivation has become a major challenge in English language learning, particularly in technology-mediated classrooms and non-urban educational settings where learning resources and instructional innovation may still be limited. This research employed a qualitative approach, data were collected through interviews, classroom observations, and focus group discussions involving English teachers and students at SMA Muhammadiyah 1 Temanggung. The collected data were analysed thematically to identify recurring patterns, meanings, and experiences related to students’ motivation in learning English. This study was expected to contribute to the development of more effective, student-centered, and technology-enhanced instructional practices in English language teaching. The findings of this study were also expected to support teachers and educational institutions in developing more adaptive and motivating learning environments for students in the digital era.

Incidental Vocabulary Learning through Beauty Influencer Content on TikTok

Tahtida Niska Zahriya — 2026-07-29

Although TikTok has increasingly been discussed in EFL learning, limited attention has been given to how non-educational beauty influencer content supports incidental vocabulary learning. This study addresses this gap by exploring Indonesian EFL students’ experiences and perceived benefits of encountering English vocabulary through beauty content on TikTok. Using a qualitative survey design, data were collected from 12 English Language Education students through open-ended questionnaires, followed by semi-structured interviews with three selected participants. The data were analyzed thematically. The findings show that students encountered English vocabulary incidentally while watching makeup tutorials, skincare and beauty product reviews, product recommendations, and Get Ready with Me videos. Vocabulary noticing and understanding were supported by captions, subtitles, repetition, product demonstrations, visual context, and influencer explanations. Students also used strategies such as re-watching videos, checking dictionaries or translation tools, reading comments, and searching online to clarify unfamiliar words. The study reveals that beauty TikTok content can provide meaningful, interest-driven, and low-pressure vocabulary exposure outside the classroom. It contributes to EFL learning by highlighting the pedagogical potential of everyday digital content as a supplementary resource for contextual vocabulary development.

Pre-Service English Teachers’ Digital Pedagogy Development through Project-Based Learning in TEFL Classrooms

Samsidaris — 2026-07-29

This qualitative descriptive study investigates how Project-Based Learning (PjBL) supports pre-service English teachers’ digital pedagogy development in a TEFL classroom. Although previous studies have examined technology integration and digital competence in teacher education, limited attention has been given to how pre-service teachers develop pedagogical reasoning while designing digital English teaching media through project-based experiences. This study involved 20 sixth-semester students in the English Education Study Program, Faculty of Education and Literature, Universitas Bosowa, Indonesia. Data were collected through classroom observations, semi-structured interviews, reflective journals, and documentation of students’ digital teaching media projects. The data were analyzed using thematic analysis to identify patterns related to learning experiences, digital media development, collaboration, reflection, and challenges. The findings reveal that PjBL functioned as a bridge between TEFL theory and teaching practice by encouraging students to transform pedagogical concepts into meaningful digital learning resources. The project supported the development of pedagogical creativity, technology-informed instructional decision-making, collaboration, and reflective awareness as future English teachers. The findings also indicate that students gradually shifted from focusing on digital tools as products toward understanding technology as a means to achieve learning objectives. However, students experienced challenges related to technical skills, pedagogical alignment, and time management. The study contributes to TEFL teacher education by demonstrating how PjBL can foster digital pedagogy development through the integration of theory, practice, technology, and reflection. Practically, the findings suggest that TEFL lecturers should provide structured guidance, feedback, and reflective activities to help pre-service teachers design pedagogically meaningful digital teaching media.

Students’ Perceptions of Canva and English Learning Motivation

Dimas Saputra — 2026-07-29

This study investigates senior high school students’ perceptions of Canva as an interactive digital learning tool and its relationship with their motivation to learn English. Although previous studies have reported the educational benefits of Canva, limited research has specifically examined how students’ perceptions of Canva relate to their English learning motivation among senior high school EFL learners. Employing a quantitative descriptive-correlational design, the study involved 204 students who had experience using Canva in English learning activities. The study is grounded in the Technology Acceptance Model (TAM), which explains how users’ perceptions of a technology influence their acceptance and use of digital learning tools. Data were collected through structured questionnaires adapted from the Technology Acceptance Model (TAM) and the Motivated Strategies for Learning Questionnaire (MSLQ). The data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed that students generally held positive perceptions of Canva, particularly in terms of its usefulness, ease of use, and engagement. The correlation analysis showed a strong positive relationship between students’ perceptions of Canva and their English learning motivation (r = 0.677, p < .001). Furthermore, the regression analysis indicated that students’ perceptions of Canva significantly predicted their motivation, explaining 45.8% of the variance (R² = 0.458). These findings suggest that Canva can serve as a meaningful digital learning medium for enhancing students’ motivation in English learning. The study also extends the application of the TAM by demonstrating that students’ positive perceptions of Canva are associated with higher English learning encourage teachers to integrate interactive digital tools such as Canva into classroom activities to create more engaging, creative and student-centered learning experience.

Exploring EFL Students’ Perceptions of Memes As Supplementary Media for English Vocabulary Learning

Hanna Luthfia Tavania — 2026-07-30

Vocabulary learning in English as a Foreign Language (EFL) contexts is often associated with repetitive memorization and limited engagement. Although memes have been examined as tools for vocabulary acquisition and retention, less attention has been given to how students perceive their role in incidental and informal digital learning. This qualitative descriptive study explored EFL students’ perceptions of memes as supplementary media for English vocabulary learning. Seven sixth-semester students from the English Education Study Program at FKIP UHAMKA were selected through purposive sampling. Data were collected through semi-structured Zoom interviews and analyzed through transcription, repeated reading, manual coding, category development, theme development, interpretation, and member checking. The findings revealed that memes provided incidental exposure to unfamiliar vocabulary, supported meaning recognition through visual and contextual cues, and increased enjoyment, curiosity, and engagement. Participants also associated humorous and relatable contexts with vocabulary retention. However, they noted that slang, wordplay, cultural references, ambiguous meanings, and inappropriate language could limit the educational value of memes. The study contributes to understanding how incidental vocabulary learning, multimodal input, and learner engagement interact in informal digital environments. Memes are therefore most appropriate as carefully selected supplementary materials alongside structured vocabulary instruction.

Teacher’s Perception of Duolingo for Vocabulary Learning in Inclusive EFL Classroom

Zahwa Nazhifah Limbeng — 2026-07-30

The integration of digital learning applications has gained increasing attention in English language teaching, including in inclusive classrooms. While Duolingo has been widely used to support language learning, less attention has been given to how teachers perceive its use for vocabulary learning in inclusive classroom practice. Using a qualitative case study design, this study aimed to explore an English teacher’s perception of using Duolingo for vocabulary learning in an inclusive classroom and to identify the challenges encountered during its implementation. The study involved one English teacher at a junior high school in North Sumatra. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldana (2014). The findings revealed that Duolingo was perceived as a beneficial learning medium that supported vocabulary learning, increased students’ motivation, encouraged classroom participation, and facilitated the involvement of a slow learner student. However, differences in students’ learning abilities, the need for continuous teacher assistance, and technical constraints remained challenges during implementation. The study concludes that Duolingo’s effectiveness in inclusive classrooms depends on both the application and the instructional support provided throughout the learning process. These findings contribute to the growing discussion on technology integration in inclusive EFL classrooms by highlighting the importance of teacher scaffolding in maximizing the benefits of Mobile-Assisted Language Learning (MALL).

Understanding EFL Students’ Readiness for English Learning

Salma Nadila — 2026-07-30

The implementation of the deep learning approach in Indonesian primary education requires students to be adequately prepared to engage in meaningful and active learning experiences. Although previous studies have examined students’ readiness and teachers’ readiness separately, limited research has explored how primary school English teachers perceive students’ readiness for English learning within the deep learning context. This study investigated teachers’ perspectives on EFL students’ readiness and the factors influencing it in Indonesian primary schools. A qualitative case study was conducted involving four English teachers from public primary schools across four regions of Jakarta who had two to ten years of teaching experience and were actively teaching during the study. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. The findings revealed that students’ readiness was influenced by prior knowledge, learning enthusiasm, and environmental support. However, anxiety, low motivation, and limited exposure to English often hindered their readiness. To address these challenges, teachers employed interactive learning media and collaborative activities to enhance students’ engagement, confidence, and participation. These findings contribute to a better understanding of students’ readiness within the deep learning framework and provide practical insights for English teachers, schools, and curriculum developers in supporting effective English learning at the primary level.

School-Based Speaking Habituation in EFL Contexts

Evi Nurul Mubarokah — 2026-07-30

This qualitative case study investigated how the English Friday Let’s Talk program was implemented as a school-based speaking habituation program at Al-Azhar 16 Islamic Senior High School, Semarang, and how students perceived the program. The study involved one English teacher, five English Talent Program students, and five regular students who participated in the program. Data were collected through semi-structured interviews, observation, and supporting documentation, then analyzed using Miles and Huberman’s interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings show that the program was implemented through structured weekly topic assignment, writing tasks, oral/reading activities, video performances, English communication practice every Friday, school policies such as the No English, No Service rule, teacher monitoring and feedback, and in-house training for non-English teachers. Students perceived improvements in speaking fluency, vocabulary, pronunciation, confidence, sentence construction, and language habituation through their participation in the program. English Talent Program students reported stronger technical speaking development and spontaneity, whereas regular students emphasized increased courage and confidence. The main challenges were limited vocabulary, pronunciation and grammar anxiety, fear of negative evaluation, uneven proficiency, and limited English use among non-English teachers. The study implies that a school-based English-speaking program can support communicative practice through preparation, performance, policy, feedback, and teacher development.

English Teachers’ Experiences with Visual Media in Supporting Early Reading Comprehension of Students With Dyslexia

Fara Audina Lubis — 2026-07-30

This study explores English teachers’ experiences in using visual media to support the early reading comprehension of students with dyslexia in inclusive elementary EFL classrooms. While previous studies have largely focused on the effectiveness of visual media or multisensory approaches, limited attention has been given to how teachers adapt and implement visual media in authentic classroom contexts. Employing a qualitative case study design, this research involved two English teachers from an inclusive elementary school in Indonesia. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis and analyzed using Braun & Clarke’s (2006) six-phase thematic analysis. Three interrelated themes emerged: (1) teachers’ instructional experiences in supporting students with dyslexia, (2) the implementation of visual media in early reading instruction, and (3) student engagement and contextual factors affecting the use of visual media. The findings indicate that visual media increased students’ participation, motivation, and access to meaning when integrated with teacher guidance, pronunciation modelling, repetition, guided reading, and peer support. However, increased student engagement did not necessarily lead to independent reading comprehension, as learners continued to require explicit teacher mediation to connect visual representations with decoding, pronunciation, vocabulary, and textual meaning. These findings demonstrate that visual media functioned as instructional scaffolds rather than substitutes for systematic reading instruction. The study contributes to the literature on teacher cognition, multimedia learning, and inclusive EFL pedagogy by demonstrating how teachers’ experiential knowledge shapes adaptive instructional practices for learners with dyslexia. Practically, the findings highlight the importance of structured multimodal instruction, teacher professional development, and dyslexia-responsive curriculum design in supporting inclusive early reading instruction.

A Teaching Strategies for Students with ADHD in Inclusive Elementary EFL Classrooms

Nadila Adelia Putri — 2026-07-30

Teaching English to students with Attention Deficit Hyperactivity Disorder (ADHD) in inclusive classrooms requires appropriate strategies to address their attention, behavioral, and language-learning challenges. However, studies focusing specifically on English teaching strategies for ADHD students at the elementary level remain limited, particularly in inclusive Islamic school contexts. This study aimed to explore the strategies used by an English teacher in teaching English to students with ADHD at an inclusive Islamic elementary school in Medan, Indonesia. This study employed a qualitative case study design involving one female English teacher with four years of teaching experience and three fourth-grade students diagnosed with ADHD. Data were collected through semi-structured interviews and lesson plan analysis and analyzed using Braun and Clarke’s (2006) thematic analysis. Based on the analysis of teacher interviews and lesson plans, the findings identified thirteen teaching strategies: expressing greetings, managing attention, providing ice breaking, notifying objectives, writing lesson topics, explaining meanings, giving examples, repeating examples, giving exercises, giving feedback, giving assignments, lesson review, and giving rewards. These findings highlight that structured, visual, active, and reinforcement-based strategies play an important role in supporting English learning for students with ADHD. This study contributes to the literature on inclusive English teaching by providing practical evidence of how instructional strategies are systematically planned and implemented in an underexplored Islamic elementary school context.