FOSTER: Journal of English Language Teaching

Exploring English Teachers’ Strategies for Writing Instruction at MAN Palopo

Alyesa Adelia Putri, Rustan Santaria, Jufriadi — Mon, 27 Apr 2026 16:31:55 +0000

This study investigates English teachers’ strategies for teaching writing in an Indonesian Islamic senior high school context, with particular emphasis on identifying dominant and effective instructional approaches. Employing a qualitative descriptive design, the study was conducted at MAN Palopo and involved two experienced English teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using John W. Creswell’s qualitative procedures, including data transcription, coding, categorization, and thematic interpretation. The findings reveal six key strategies implemented across different stages of writing instruction: Genre-Based Approach, Cooperative Learning, Quick Write, RAFT, Journalistic Questions (5W1H), and Blooming Sentences. Among these, the Genre-Based Approach and Cooperative Learning emerged as the most dominant due to their systematic scaffolding, alignment with curriculum requirements, and ability to promote student interaction and engagement. These strategies were effectively integrated across pre-writing, while-writing, and post-writing phases, contributing to improved student writing proficiency, increased confidence, and more active classroom participation. The study highlights that the integration of structured, collaborative, and context-sensitive strategies is essential for effective writing instruction in EFL classrooms. It also underscores the need for sustained professional development and institutional support to enable teachers to adapt and implement diverse pedagogical approaches. This research contributes to the growing body of literature on context-responsive writing pedagogy in Indonesian secondary education and offers practical implications for enhancing teaching practices in similar settings.

Exploring Indonesian Undergraduate EFL Students’ Experiences of Online and Offline Peer Feedback in Argumentative Writing

Karisma Kurniawati — Wed, 29 Apr 2026 08:12:22 +0000

Writing is considered one of the most challenging skills to learn for English Foreign Learners (EFL). As a result, several students often face some problems and difficulties in writing. To solve their difficulties, the teacher and students need to apply a writing strategy that supports and helps the students in writing, such as peer feedback. This study aimed to explore the undergraduate students’ performance and quality of providing and receiving peer feedback. Then, it described their perceptions towards the offline and online peer feedback used while writing argumentative essays. This study used a qualitative interpretive study as the research design. To obtain the data, document analysis, and semi-structured interview were done by using students’ argumentative essay drafts, and interview question guidelines as the instruments. The participants of this study were 32 undergraduate students from two classes at one of the state universities in Surabaya. The results of this study showed that many changes in students' final argumentative essay drafts who used online peer feedback. Furthermore, based on the undergraduate students’ perception, peer feedback was beneficial, important, and effective to be used in writing argumentative essays. However, there were also some challenges faced by the students during the process. Luckily, they have their solutions to deal with those problems. In short, it can be concluded that peer feedback can be a good strategy that helps the students in writing.

AI Tools for Academic Writing

Wed, 29 Apr 2026 08:24:58 +0000

This study aims to identify which AI tools Indonesian graduate students use for academic writing and how aware they are of AI's use in their writing. A survey was administered to 79 graduate students to collect data for this study. The results indicate that ChatGPT is the most frequently utilized AI model, alongside various others that help improve students’ English writing and comprehension skills. The participants also demonstrated an understanding of the necessity of engaging with AI-generated writing for their academic needs and acknowledged the importance of maintaining research ethics when employing these tools. In summary, students are effectively using AI chatbots, especially ChatGPT, to support their academic writing. Their significant awareness of AI's role suggests they recognize that human contribution is still crucial in the writing process. The results of this study provide valuable insights into the AI tools that enhance academic writing among graduate students in Indonesia. It also presents the level of graduate students’ awareness of the position of AI tools in academic writing. Thus, it is advisable to reassess research ethics regarding the extent to which generative AI models can be incorporated into academic writing. Given its educational implications, universities should develop guidelines for the ethical and appropriate use of AI and clarify AI support limitations within their educational frameworks.

Integrating National Identity and Global Competence in Indonesia’s Hybrid Curriculum

Khairul Azmi, Kalayo Hasibuan — Wed, 29 Apr 2026 09:02:31 +0000

The adoption of an international curriculum in Indonesian schools creates a conceptual tension between the formation of national identity and the need for global competency development. Although the practice of hybrid curriculum is becoming more widespread, research findings are still fragmented and have not provided an adequate theoretical foundation to reconcile the two orientations. This study uses a Systematic Literature Review (SLR) with a thematic-conceptual synthesis approach to analyze the integration of national and international curricula. The search was conducted on Google Scholar, with a limit of 2016–2025. Out of a total of 127 initial recordings, 18 peer-reviewed articles met the eligibility criteria and were analyzed to map the pattern of curriculum integration and value orientation brought. The analysis identified three main integration models: additive (9 studies), subtractive (5 studies), and transformational (4 studies). The additive model shows the dominance of the practice of adding international curricula without recontextualizing grades, resulting in the fragmentation of learning objectives. The subtractive model shows the dominance of global epistemology that weakens the space for the articulation of national values. Meanwhile, transformational models, although at least quantitatively, show the highest level of coherence through the reconstruction of global competencies based on national values. A systematic review of 18 studies shows that the most sustainable curriculum integration practice and in line with the mandate of national identity formation, is a transformational model, as it links global competencies to the foundation of national values epistemologically and pedagogically. Follow-up studies are recommended to test the application of this model in the context of classroom learning and integrated assessment design.

Reproducing Power through Classroom Discourse

Sri Meiti Anggraini Ahaya, Nonny Basalama — Wed, 29 Apr 2026 11:38:28 +0000

This study investigates teacher–child interaction in non-formal preschool education for children aged 0–4 years using Critical Discourse Analysis (CDA). It addresses a research gap in classroom discourse research, which has predominantly focused on formal education, while non-formal early childhood settings remain underexplored. The study aims to examine how teachers’ language organizes interaction, regulates children’s participation, and reproduces classroom power relations. A qualitative design was employed in a non-formal playgroup in Kecamatan Suwawa, Indonesia. Data were collected from eight classroom observation sessions conducted over four weeks, involving one teacher and fifteen children aged 0–4 years. Each session lasted approximately 60–90 minutes. Classroom interactions were audio-recorded, transcribed, and analyzed using Fairclough’s three-dimensional CDA framework. The findings show that teacher talk is dominated by imperative speech acts (75%), followed by interrogatives (20%) and declaratives (5%). Display questions (70%) are used more frequently than referential questions (30%), indicating that interaction remains largely teacher-directed. From a critical perspective, these patterns normalize teacher authority and limit children’s dialogic participation. The study highlights the persistence of hierarchical interactional structures in non-formal preschool settings and provides insights for promoting more participatory classroom communication.

Memory Strategies in Vocabulary Learning

Nurhafizah, Zulfah Fakhruddin, Ambo Dalle, Mujahidah, Magdahalena Tjalla — Wed, 29 Apr 2026 11:43:51 +0000

This study investigates the use of memory strategies in vocabulary learning among junior high school EFL learners in an Indonesian Islamic school context. Although vocabulary memorization is commonly emphasized in classroom practice, limited attention has been given to how young learners cognitively process and retain lexical items. This study addresses this gap by examining the types and frequency of memory strategies used by students in a daily “password class” routine, where learners recall English words before entering the classroom. A quantitative descriptive design was employed involving 21 seventh-grade students. Data were collected using an adapted version of Gu’s (2018) Vocabulary Learning Questionnaire (VLQ 6.4), focusing on three categories of memory strategies: rehearsal, encoding, and activation. The data were analyzed using descriptive statistics and inferential analysis (One-Way ANOVA and Tukey HSD). The findings revealed statistically significant differences among the three strategies (p < .001), with encoding strategies showing the highest mean score (M = 3.70), followed by activation (M = 3.34), and rehearsal strategies (M = 2.89). These results indicate that learners tend to engage more in deeper cognitive processing, such as association, visualization, and contextual use, rather than relying solely on repetition. This study contributes to understanding vocabulary learning strategies among young EFL learners by emphasizing the roles of encoding and activation strategies in vocabulary learning. Pedagogically, the findings suggest that meaningful, communicative activities should complement memorization routines to enhance vocabulary retention and productive language use.

Primary School Teachers’ Long-Term Strategies for Teaching English to Young Learners

Meidy Kautsar Arriv, Asmida Yanti Siregar, Fadliyah Uzma — Wed, 29 Apr 2026 11:50:10 +0000

This study aims to investigate the strategies used by primary school teachers in teaching English to young learners and the strategies that have been effective in teaching English to young learners from the past until now. This study employed a qualitative design using a narrative inquiry approach involving two experienced primary school teachers with more than 20 years of teaching experience to explore their long-term teaching practices. Data were collected through semi-structured interviews and were analyzed thematically. The findings demonstrate that both teachers view building close teacher-student relationships as a central strategy, as it supports students' comfort and readiness to learn. Based on long teaching experience, both teachers consistently used gradual instruction and practical classroom strategies such as Total Physical Response, songs, visual materials, and technology to support learning. Although some earlier strategies were no longer used because they were less effective, the core teaching practices remained stable despite ongoing curriculum changes. Overall, the teachers described their strategies through everyday classroom practices rather than theoretical terms.

Exploring Teachers’ Challenges in Implementing Interactive Speaking Strategies for Low-Proficiency EFL Learners

Iga Rahman, Syarifuddin Dollah, Muhammad Tahir — Wed, 29 Apr 2026 12:14:11 +0000

This study explores the challenges faced by teachers in implementing interactive speaking strategies for low-level students in the Speaking for Teens classes at Britania School of English (BSE). A qualitative case study design was employed to examine teachers’ experiences in real classroom contexts. The participants consisted of three English teachers, supported by nine students from three classes. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using data condensation, data display, conclusion drawing, and thematic analysis. The findings revealed that teachers encountered several challenges during interactive speaking activities, including noise distractions caused by classroom arrangements, student fatigue during after-school sessions, difficulties in understanding instructions, classroom management issues during games and group work, and the need to adjust activities to match students’ low English proficiency. These challenges were influenced by environmental, affective, linguistic, and pedagogical factors. The study concludes that difficulties in implementing interactive speaking strategies stem largely from contextual and learner-related factors rather than weaknesses in the strategies themselves; therefore, teachers need to carefully plan, adapt, and manage interactive activities by considering students’ proficiency levels, classroom conditions, and emotional readiness to support effective speaking instruction.

Comparing Reading Comprehension Performance of Indonesian and Malaysian Junior Secondary Students

Al Ghaniy Ra'uf, Sudar, Abdul Ngafif, Ameerul Husni bin Khairol Azman — Wed, 29 Apr 2026 12:25:10 +0000

While extensive research has explored literacy policies in Southeast Asia, empirical cross-national comparisons of reading achievement at the junior secondary level remain scarce. This study addresses this gap by comparing the reading comprehension proficiency of eighth-grade students in Indonesia and Malaysia. Employing a comparative quantitative design, the research was conducted at SMP Negeri 6 Purworejo, Indonesia, and SMA Al-Falah Batu Talam, Malaysia, during the 2024/2025 academic year (N = 68). Data were elicited through a validated 25-item multiple-choice test focusing on descriptive and report texts. Independent samples t-test results revealed a significant performance disparity (t(66) = 4.38, p < .001), with Indonesian students (M = 89.53, SD = 11.73) significantly outperforming their Malaysian counterparts (M = 70.24, SD = 22.74). The calculation of Cohen’s d (1.066) further confirmed a large effect size. These findings suggest that higher proficiency in the Indonesian cohort is associated with standardized literacy practices and teacher-led "reading corners," whereas the lower, more heterogeneous performance in the Malaysian religious school is attributed to a "crowded curriculum" and limited English exposure. This study underscores the critical role of institutional focus and contextualized instructional materials in shaping literacy outcomes, providing a baseline for pedagogical interventions in specialized secondary education.

Mobile-Assisted Listening Learning

Nur Indah, Masruddin, Dewi Furwana — Wed, 29 Apr 2026 14:56:55 +0000

Listening is often considered one of the most challenging skills for students in English as a Foreign Language (EFL) classrooms due to limited exposure to authentic spoken English and insufficient listening practice. This study aimed to investigate the effectiveness of the Learn English Listening application in improving the listening skills of tenth-grade students at SMAN 2 Palopo. A quantitative approach with a pre-experimental one-group pre-test and post-test design was employed. The participants consisted of 20 students selected through purposive sampling. Data were collected via listening tests administered before and after the treatment and analyzed using descriptive statistics and a paired-samples t-test in IBM SPSS Statistics version 30. The results showed a significant improvement in students' listening skills, with the mean score increasing from 65.90 in the pre-test to 77.10 in the post-test. The paired-samples t-test yielded a p < .001 and a large effect size (Cohen's d = 1.586), indicating that the application produced a practically and statistically meaningful improvement in listening comprehension. These findings provide empirical evidence supporting the integration of mobile listening applications as effective digital learning tools in Indonesian EFL classrooms, particularly in contexts with limited authentic exposure to English.

Game-Based Learning in EFL Classrooms

Diah Ayu Pertiwi, Pasca Kalisa — Wed, 29 Apr 2026 14:58:43 +0000

This study investigates EFL students’ perceptions, motivation, and perceived learning effects of using Zep Quiz, a game-based learning application, in English classrooms. A qualitative descriptive approach was employed. Data was collected through a Likert-scale questionnaire distributed to 82 students and semi-structured interviews with 10 participants. Questionnaire data were analyzed descriptively using interval score interpretation to identify overall trends, while interview data were analyzed thematically to enrich and validate the questionnaire findings. The results indicate that students perceive Zep Quiz as an engaging and interactive learning tool that enhances classroom atmosphere, increases participation, and supports material review. The findings also reveal that Zep Quiz positively influences students’ motivation, focus, and enthusiasm for learning English. However, several challenges were identified, including technical issues, limited explanation of answers, and time pressure that may shift attention from understanding to speed. The main contribution of this study is to emphasize that the effectiveness of game-based learning tools depends not only on their features but also on their integration into instruction. The findings suggest that Zep Quiz is most effective when used as a supplementary learning tool accompanied by teacher guidance, explanation, and reflective discussion in EFL classrooms.

A Systematic Review of Vocabulary Journals in EFL Learning

Erniwati, Sudarkam R. Mertosono, Muhammad Arid — Wed, 29 Apr 2026 15:00:41 +0000

Vocabulary knowledge is fundamental to second and foreign language acquisition. However, developing both vocabulary breadth and depth remains a challenge in an English as a Foreign Language (EFL) context. This study examines how vocabulary is conceptualized and taught, explores the theoretical and pedagogical foundations of vocabulary journals, and evaluates their impact on learners’ vocabulary acquisition and language development. Using a systematic literature review guided by PRISMA principles, this study synthesizes findings from selected empirical and theoretical studies. The data were analyzed thematically to identify recurring patterns, theoretical alignments, and pedagogical implications. The findings indicate that vocabulary is a multidimensional construct involving both breadth and depth of knowledge. Vocabulary journals are grounded in key theoretical frameworks, including cognitive processing theories, the involvement load hypothesis, the noticing hypothesis, dual coding theory, and self-regulated learning. The results show that vocabulary journals enhance vocabulary acquisition by promoting deeper cognitive engagement, repeated exposure, and learner autonomy. They also contribute to the development of reading, writing, speaking, and listening skills. However, variations in journal design and implementation lead to inconsistencies in outcomes, which can affect the overall effectiveness of vocabulary journals in enhancing language skills. This study emphasizes the necessity of effective design and integration of vocabulary journals and calls for further research on their long-term impact.

The Effect of Storytelling on the Speaking Skills of Eighth-Grade Students

Angela Ta'dung Lebang, Konder Manurung, Wahyudin — Wed, 29 Apr 2026 15:02:54 +0000

Speaking is one of the most difficult areas of EFL students and despite the common knowledge of storytelling as a useful tool, there is little research on the particular effects of storytelling on fluency, accuracy, and understanding in junior high schools in Indonesia. The purpose of the study is to examine how eighth-grade students at SMP Kristen Bala Keselamatan Palu are influenced in terms of speaking ability by storytelling. The quasi-experimental design was applied, which included pre-test and post-test control groups, 60 students were used in the study and were chosen using the cluster random sampling technique, 30 students were assigned the experimental group and 30 students were assigned the control group. Oral speaking tests were used to gather data which were rated using an analytical rubric and the outcomes showed that the experimental group had a higher mean gain score (4.17) than the control group (1.97) with a significant difference (p < 0.05) and large effect size (Cohen d = -1.10). These results suggest that storytelling can be not only statistically, but also pedagogically significant, as it promotes fluency, confidence, and general communicative proficiency of students in EFL classrooms.

ChatGPT and Critical Thinking in Academic Writing

Duta Aisyah Pratiwi, Muhammad Tahir, Yunitari Mustikawati — Wed, 29 Apr 2026 15:04:33 +0000

This qualitative case study investigates how three master students in the English Language Education Program at Universitas Negeri Makassar implement ChatGPT to support critical thinking in academic writing. Data were collected through triangulation of four sources, direct observations, semi-structured interviews, self-reflective journals, and documentation, and analyzed using Miles and Huberman's (1994) interactive model of data reduction, display, and conclusion drawing, guided by Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework. Findings reveal that students implement ChatGPT systematically across four writing stages: brainstorming and idea development, argument development and organization, information verification and validation, and comparative evaluation with traditional methods. The study's key contribution is its empirical demonstration that effective ChatGPT implementation functions as a cognitive scaffold that enhances rather than replaces critical thinking, provided students engage purposefully, verify outputs against academic sources, and adapt, rather than adopt, AI-generated content. These findings offer practical guidance for pedagogy and institutional policy on responsible AI integration in graduate academic writing.

Applying Universal Design for Learning in Teaching English Vocabulary in Inclusive Elementary Education

Sofiyani Nasution, Rahmah Fithriani — Wed, 29 Apr 2026 15:06:25 +0000

Inclusive education aims to provide equitable learning opportunities for all students, yet many Indonesian schools still face challenges in implementing inclusive English instruction. This study explores the implementation of Universal Design for Learning (UDL) in teaching English vocabulary in teaching English vocabulary in an inclusive elementary classroom at an elementary school in Medan, Indonesia. Guided by two research questions, employing a descriptive qualitative research design, the study involved one English teacher with three years of experience teaching in an inclusive classroom. The participant was selected through purposive sampling based on her experience in teaching students with diverse learning needs. Data were collected through classroom observations conducted across four meetings, semi-structured teacher interviews, and documentation of lesson plans and learning media. The data were analyzed thematically using Braun and Clarke’s (2006) framework to identify patterns related to the teacher’s instructional strategies and perceptions of UDL implementation. The findings indicate that the teacher implemented the three principles of UDL: multiple means of representation, engagement, and expression. The teacher combined visual, auditory, and contextual representations to support vocabulary understanding, used flexible and emotionally supportive activities to enhance student engagement, and provided varied forms of assessment to allow students to demonstrate their understanding. These strategies supported vocabulary comprehension and increased participation among students with diverse learning needs. The study highlights the practical potential of UDL as an instructional framework for improving vocabulary learning and fostering inclusive practices in inclusive elementary classroom.

University Students’ Speaking Anxiety in a Papuan EFL Classroom

Ince Rezky Naing, Windy Puspitasari Suparto, Precilia Rafra — Wed, 29 Apr 2026 15:10:38 +0000

Speaking anxiety remains one of the most persistent affective barriers that hinders students’ oral performance in English as a Foreign Language (EFL) classrooms, particularly in contexts with limited exposure to English communication. This study aims to explore how university students experience speaking anxiety, identify classroom situations that trigger anxiety, examine its influence on participation and oral performance, and investigate students’ coping strategies in a Papuan EFL classroom. A qualitative case study design was employed involving 20 second-semester English Education students at a public university in Papua. Data were collected through classroom observations, semi-structured interviews, and written reflections over eight weeks, and were analyzed thematically. The findings reveal that students experience anxiety through nervousness, fear of negative evaluation, and low self-confidence, which often lead to silence, hesitation, and avoidance of speaking tasks. Anxiety was particularly triggered by public speaking, spontaneous questioning, and peer judgment. These conditions reduced students’ fluency and participation. However, students adopted coping strategies such as preparation, peer collaboration, and repeated practice to manage their anxiety. The study highlights the importance of supportive classroom climates and low-pressure communicative activities to foster students’ confidence and oral engagement in EFL learning.

Investigating the Effect of Problem-Based Learning on Students’ Recount Writing Skills in an Indonesian EFL Classroom

Dewi Aprillavien Syahrani, Andrian Nuriza Johan, Basuki — Thu, 30 Apr 2026 04:23:19 +0000

Writing is a challenging skill for students in English as a Foreign Language (EFL) contexts, particularly in producing recount texts due to difficulties in generating ideas, organizing content, and applying appropriate language features. This study aims to investigate the effect of Problem-Based Learning (PBL) on students’ recount text writing skills. A quantitative pre-experimental design with a one-group pretest–posttest approach was employed, involving 32 tenth-grade students. The data were collected through writing tests and analyzed using descriptive and inferential statistics, including the Wilcoxon Signed-Rank Test. The findings revealed a statistically significant difference between pre-test and post-test scores; however, the results indicated a decline in students’ writing performance after the implementation of PBL. This suggests that PBL, in this context, was not effective in improving students’ recount text writing skills. The findings highlight that the effectiveness of PBL is influenced by factors such as the duration of implementation, the level of instructional scaffolding, and students’ readiness to engage in student-centered learning. Therefore, it is recommended that PBL be implemented gradually with sufficient guidance and longer duration to achieve optimal results. This study contributes to the understanding of the practical challenges in applying student-centered learning approaches in EFL writing classrooms.

Investigating EFL Students’ Difficulties in Producing English Interdental Fricatives (/Θ/ and /Ð/)

Putri Nurmeiga Amaliarrafiun, Hastini, Maf’ulah Maf’ulah, Zarkiani — Thu, 30 Apr 2026 04:40:35 +0000

This study investigates the pronunciation difficulties experienced by third-semester EFL students at Tadulako University in producing the English interdental fricative sounds /θ/ and /ð/. The objectives of this study are to identify the most difficult fricative sounds and to determine the factors influencing these difficulties. This study employed a descriptive quantitative design involving 16 students of the English Education Study Program. The data were collected through a pronunciation test and a questionnaire. The pronunciation test required students to read 20 words containing /θ/ and /ð/, and the results were analyzed using descriptive statistics. The questionnaire data were analyzed using mean scores and percentage distribution. The findings reveal that /θ/ was the most problematic sound, frequently substituted with /t/, while /ð/ was less problematic and occasionally replaced with /d/. The results also show that 9 students achieved excellent scores, while others showed varying levels of difficulty. In terms of influencing factors, mother tongue influence and psychological factors were identified as the most dominant, each contributing 21.3% to pronunciation difficulties. These findings indicate that first language interference and learners’ anxiety play significant roles in students’ pronunciation performance.

A Need Analysis of Interactive PowerPoint English Learning Media for Vocational Students

Thu, 30 Apr 2026 04:52:51 +0000

This study aimed to analyze students’ needs for interactive PowerPoint-based English learning media in the accounting expertise program at SMK Negeri 1 Limboto. The research employed a descriptive design within the Analysis stage of the ADDIE-based Research and Development (R&D) model, focusing on needs analysis grounded in English for Specific Purposes (ESP). The participants consisted of 15 tenth-grade students and one English teacher. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and qualitative thematic analysis. The results indicated that students showed a strong preference for interactive and multimedia-based learning media. Approximately 80% of students agreed that interactive media supports independent learning and time efficiency, while 73.3% reported increased activeness when using features such as videos, quizzes, and animations. In addition, 85% of students preferred visual and audiovisual media over text-based materials. The findings also revealed that most students experienced difficulties in speaking and writing and required learning media that integrates four language skills. These findings suggest that the development of interactive, contextual, and technology-based learning media is essential to enhance student engagement and support vocational English learning.

Inflectional Morphological Errors in EFL Academic Writing

Wilna Tri Rahayu Wahid, Siska Bochari, Mukrim, Hastini — Thu, 30 Apr 2026 04:57:36 +0000

Errors in inflectional morphology remain a persistent challenge in EFL learners’ writing, particularly in Indonesian contexts where in-depth analyses of error patterns and their underlying causes are still limited. This study aims to identify the types of inflectional morphological errors produced by English students at Tadulako University and to examine the factors contributing to these errors. Adopting a descriptive qualitative design, this study involved 20 fifth-semester students from the English Education Study Program. Data were collected through document analysis of students’ written assignments and semi-structured interviews with five selected participants. The data were analyzed using systematic error analysis procedures, including error identification, classification into inflectional categories, explanation of error sources, and frequency analysis. The findings indicate that verb inflection errors are the most prevalent, particularly in tenses marking and subject–verb agreement, followed by errors in plural and possessive forms. These errors are primarily attributed to first language interference, insufficient grammatical knowledge, and limited exposure to accurate language use in writing practice. This study contributes to EFL pedagogy by providing a more nuanced understanding of learners’ difficulties in using inflectional morphology and underscores the importance of integrating explicit grammar instruction with meaningful writing practice to enhance grammatical accuracy.

Understanding Vocational Students' Interest in Deep Learning-Based English Instruction

Hilda Kalvin, Roni La'biran, Rigel Sampelolo — Thu, 30 Apr 2026 05:38:44 +0000

This study investigates vocational students’ interest in learning English through a deep learning approach and explores the motivational factors influencing their engagement in an Indonesian vocational context, where English proficiency is increasingly important for workforce readiness. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 20 students using a validated Likert-scale questionnaire measuring five dimensions of learning interest. Qualitative data were obtained through semi-structured interviews with eight purposively selected students and analyzed using thematic analysis. The quantitative findings showed consistently high levels of student interest across all dimensions, with motivational interest scoring the highest. The qualitative results identified eight key motivational factors: collaborative learning, critical thinking, interactive teaching style, contextual learning, real-world projects, supportive environment, technology integration, and vocational relevance. Among these, interactive teaching style emerged as the most influential factor, as most participants highlighted its importance in sustaining engagement. Importantly, the qualitative findings revealed a motivation–behavior gap that was not captured in the quantitative data alone. The study contributes to the literature by demonstrating that teaching style functions as a critical mediator in enhancing students’ engagement with deep learning. These findings provide practical implications for improving vocational English instruction.

Exploring Dynamic Motivation in Virtual EFL Classrooms

Asis Salurante, Nehru P. Pongsapan, Viktor Siumarlata — Thu, 30 Apr 2026 05:54:01 +0000

The proliferation of virtual learning environments in English as a Foreign Language (EFL) education has necessitated a deeper understanding of how these digital contexts shape student motivation, particularly in developing country settings where technology-mediated instruction presents unique challenges and opportunities. This qualitative case study investigates the dynamics of student motivation in synchronous online English learning among ninth grade students at a junior high school in Indonesia. Through in-depth semi-structured interviews with ten students, the study employed thematic analysis within Miles and Huberman's interactive framework to explore the multidimensional factors influencing learner motivation in virtual classrooms. The findings reveal that student motivation in synchronous online learning is not a static trait but a dynamic phenomenon shaped by twelve interconnected factors operating across individual, social, instructional, and environmental levels. Interactive and gamified activities particularly quizzes, breakout room discussions, and polling features generated high engagement, while passive instructional approaches such as extended lectures and excessive reading precipitated rapid disengagement. The teacher emerged as the most influential motivational factor, with instructional clarity, appropriate pacing, positive demeanor, and strategic use of praise significantly enhancing student engagement. Platform features played crucial mediating roles, with the chat function effectively reducing speaking anxiety by enabling text-based participation. Peer presence exerted bidirectional influence, as active classmates modeled engagement while collective silence diminished individual motivation. Technical challenges related to internet connectivity and home environment distractions posed significant barriers, yet students demonstrated resilience through adaptive coping strategies. The study contributes theoretical insights into the contextual nature of L2 motivation in digital environments and offers practical implications for educators, curriculum designers, and policymakers seeking to optimize student engagement in virtual EFL classrooms.

Vocational Students' Speaking Challenges and Strategies for Employability

Erni Sriati, Markus Deli Girik Allo, Selvi Panggua — Thu, 30 Apr 2026 06:08:25 +0000

This study investigates the challenges vocational students encounter in developing English-speaking skills and self-efficacy, and explores the learning strategies and classroom practices they perceive as helpful for global employability. Employing a qualitative research design with thematic analysis following the Miles and Huberman interactive model, data were collected through in-depth interviews with seven vocational students and classroom observations at a vocational school in Indonesia. The interview protocols captured students' linguistic, affective, and environmental challenges, as well as their perceptions of helpful strategies and practices. The findings revealed eight major speaking challenges: linguistic difficulties in spontaneous speech production; pronunciation and vocabulary barriers; affective barriers including anxiety, fear, and lack of confidence; fear of negative evaluation; peer influence on speaking willingness; insufficient classroom speaking opportunities; limited out-of-class practice; and resource limitations. Students identified eight helpful strategies: utilization of digital media for independent learning; repetition and preparation strategies; pair work and group discussions; structured speaking activities; supportive teacher practices; authentic communication opportunities; supportive classroom environments; and integration of vocational contexts. Classroom observations confirmed limited speaking practice time, student hesitation, and the effectiveness of pair work and teacher modeling. This study contributes to understanding speaking development in vocational contexts by highlighting the interconnected nature of linguistic, affective, social, and environmental challenges. The findings offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance vocational students' oral communication skills for global workforce participation.

Parenting Styles and EFL Motivation

Julianti, Maulina, Yuliyanah Sain, Sam Hermansyah, Sheryl Ann V. Narciso — Thu, 30 Apr 2026 06:17:18 +0000

This study investigates how parenting styles shape students’ motivation to learn English in an Indonesian vocational high school. Adopting a qualitative phenomenological approach, the study involved seven students, seven parents, and two English teachers. Data were gathered through semi-structured interviews, classroom observations, and field notes, and analyzed using thematic analysis. The findings indicate that students’ motivation was dynamic and context-dependent, with stronger engagement at school than at home. In the classroom, motivation was reflected in active participation, peer interaction, persistence, and future-oriented goals. At home, motivation tended to weaken because of limited parental monitoring and the lack of structured learning routines. Although parents provided little direct academic supervision, they influenced motivation indirectly through reminders, encouragement, recognition of effort, and support for study time and space. These practices supported students’ needs for autonomy, competence, and relatedness. In addition, teacher support, classroom climate, peer interaction, and future aspirations played a compensatory role when home support was limited. The study contributes to the EFL motivation literature by showing that motivation is both psychologically experienced and behaviorally observable, emerging through the interaction of family practices, school environment, and personal goals.

Reading Strategies in Narrative Text Comprehension

Fitri, Bimas Reskiawan, Susi Astiantih, Roslina — Thu, 30 Apr 2026 07:41:23 +0000

Low reading interest and comprehension difficulties among EFL junior high school students, particularly in understanding narrative texts, remain significant challenges in Indonesian education, especially in rural settings. This mixed-methods research investigated the reading strategies used by third-grade junior high school students in comprehending narrative texts and how they use those strategies in reading class. A qualitative case study design was employed, supported by quantitative data from a questionnaire. The subjects were 27 third-grade students at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through classroom observations using field notes and a questionnaire based on (Banditvilai, 2020) framework of four reading strategies: skimming, scanning, making predictions, and questioning. Thematic analysis was applied to qualitative data, while descriptive statistics (percentages) were calculated for quantitative data. The findings revealed that students employed all four strategies with distinct patterns. Skimming and scanning functioned as efficiency-oriented strategies: 74.1% of students sometimes skipped small details during reading. Prediction and questioning functioned as depth-oriented strategies: 55.6% often compared predictions with actual information. The integration of questionnaire and observation data through methodological triangulation indicates that students actively combine multiple metacognitive strategies. However, the gap between "Sometimes" and "Often" responses suggests that consistent application remains a challenge requiring explicit instructional support.

Paraphrasing Techniques and Challenges in EFL Academic Writing

Alsa Dzulhijayani Ali, Mujahidah, Zulfah Fakhruddin, Maghdahalena Tjalla — Thu, 30 Apr 2026 07:54:53 +0000

This study investigates paraphrasing techniques, quality, and challenges in EFL academic writing among undergraduate students at IAIN Parepare, Indonesia. Adopting a qualitative approach, data were collected from a paraphrasing test and semi-structured interviews involving 19 English Education students. The analysis integrates Pieterick’s framework of paraphrasing strategies, Keck’s taxonomy of paraphrasing quality, and Shi’s model of learner challenges, supported by thematic coding using NVivo 15. The findings reveal that semantic strategies, particularly synonym substitution, are the most dominant technique (42%), indicating students’ reliance on surface-level transformations. In terms of quality, the majority of students (84%) fall into the Moderate Revision category, suggesting partial modification with limited structural and conceptual transformation. The study also identifies linguistic and cognitive challenges as the primary constraints, including limited vocabulary and difficulties in comprehending and reconstructing meaning from source texts. These findings demonstrate that paraphrasing is a complex cognitive-linguistic process shaped by the interaction between language proficiency and higher-order thinking skills. The study contributes to the literature by proposing an integrated perspective that links paraphrasing strategies, quality, and learner challenges within a unified analytical framework. Pedagogically, the findings highlight the need for instructional approaches that move beyond synonym substitution toward developing critical reading, vocabulary expansion, and idea restructuring skills to support more effective and original academic writing.

Implementing the Merdeka Curriculum in Vocational ELT

Yayu Anggraini H. Katili, Rasuna Talib — Thu, 30 Apr 2026 15:26:57 +0000

Despite growing attention to curriculum reform in Indonesia, limited empirical research has examined the implementation of the Merdeka Curriculum in English language teaching in tourism vocational schools in relation to students’ employability. This study explores the implementation of the Merdeka Curriculum in ELT at Bubohu Tourism Vocational School in Gorontalo. This research focuses on supporting factors, challenges and implications for students’ work readiness. This research used a qualitative case study design involving three English teachers and five students. Data were collected through classroom observations, semi-structured interviews and document analysis, then analyzed thematically. The findings show that curriculum documents were complete and aligned with student-centered learning principles. However, classroom practices remained mostly teacher-directed and focused on theoretical instruction. Supporting factors included teachers’ commitment and students’ enthusiasm for practice-based learning, while limited professional training and inadequate facilities hindered implementation. In terms of employability, students demonstrated progress in technical service skills, work attitudes, and self-confidence through practical activities, although communicative and ESP-based learning opportunities remained limited. This study highlights the gap between curriculum expectations and classroom practices and emphasizes the need for ESP-oriented teaching to support students’ employability.