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All Journal Frasa: English Education and Literature Journal Journal of Educational Management Research
Maisa
Universitas Swadaya Gunung Jati
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ENHANCING DIGITAL LITERACY IN ENGLISH TEACHERS THROUGH EDUTECHNO-PRENEURSHIP IN ELT Maisa; Naufal Ahnaf Widiyana; Muhammad Indraha Sukmana; Muhammad Fikri Fanani; Mahmud
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.5218

Abstract

Education in the digital era requires English teachers, particularly pre-service teachers, to develop strong digital technology skills. This explorative case study investigates how digital literacy competence supports the development of edutechno-preneurship in English Language Teaching (ELT). The study involved four participants (two pre-service teachers and two in-service teachers) who had experience in conducting online English instruction. Data were obtained through triangulation of semi-structured interviews, digital literacy questionnaires, and classroom and platform observations. The data were analysed using thematic analysis, which generated six main themes: framing edutechno-preneurship, digital literacy competence, technology as a prime mover, personalized learning, flexibility and accessibility, and collaboration and partnership. The findings reveal that three out of four participants (75%) perceived edutechno-preneurship as the integration of education, technology, and entrepreneurship, while one participant emphasized professional self-development. All participants (100%) demonstrated good to very good levels of digital literacy competence. Observational data confirmed their effective use of various platforms, including Zoom, Google Classroom, TikTok, Canva, and YouTube, for both instructional and content-creation purposes. Most participants (75%) positioned technology as a primary driver of their teaching and entrepreneurial practices and implemented personalized and flexible learning approaches in digital environments. Collaboration was reflected through cross-platform engagement and interaction with wider learning communities. These findings indicate that digital literacy competence functions as a foundational enabler in fostering edutechno-preneurship among English teachers in the digital era.
Exploring Students' Cognitive Engagement in English Language Classrooms Through Mobile-Assisted Language Learning (MALL) Qorry Annisa; Maisa; Devi Mulatsih
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2793

Abstract

This study aimed to explore students' cognitive engagement during the learning of Passive Voice through Educaplay's Froggy Jump feature within a Mobile-Assisted Language Learning (MALL) environment. A qualitative case study design was employed involving five Grade XI students and one English teacher at a senior high school in Cirebon, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed four interconnected dimensions of cognitive engagement: deep learning strategies, self-regulation, mental effort and persistence, and strategic problem solving. Students actively analyzed grammatical structures, monitored their understanding, sustained cognitive effort despite learning difficulties, and developed strategies to solve Passive Voice tasks collaboratively. The study concludes that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction. These findings imply that English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
Exploring the Role of TED Talks in Developing EFL College Students' Critical Listening Skills Yuni Permata sari; Maisa; Farah Sukmawati Wahidah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2796

Abstract

This study aimed to explore how TED Talks contribute to the development of EFL college students' critical listening skills by examining their learning experiences and perceptions of analyzing, interpreting, and evaluating authentic spoken English. A qualitative descriptive design was employed involving 26 undergraduate English Education students at an Indonesian university. Data were collected through Likert-scale and open-ended questionnaires, followed by semi-structured interviews with five purposively selected participants. The data were analyzed using Miles, Huberman, and Saldaña's interactive model supported by descriptive statistics. The findings revealed four interconnected themes: TED Talks promoted analytical listening by improving students' ability to identify main ideas and discourse organization; enhanced interpretation of spoken messages through contextual reasoning and repeated listening; encouraged critical evaluation by examining arguments and supporting evidence; and fostered self-regulated learning through strategic use of subtitles, replaying videos, and vocabulary searches. Overall, TED Talks functioned as authentic digital learning resources that strengthened critical listening and learner autonomy. These findings imply that integrating TED Talks into EFL listening instruction can effectively promote higher-order thinking and independent learning.
Co-Authors Devi Mulatsih Farah Sukmawati Wahidah Mahmud Muhammad Fikri Fanani Muhammad Indraha Sukmana Naufal Ahnaf Widiyana Qorry Annisa Yuni Permata sari