Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Indonesian Journal of EFL and Linguistics Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Ndishunwani Vincent Demana
University of Venda, South Africa
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring Rural-based Secondary School Teachers’ Professional Development Needs in Teaching English Pronunciation in Vhembe District, South Africa Ndishunwani Vincent Demana; Ernest Kwesi Klu; Mzamani Johannes Maluleke
Journal of ELT, Linguistics, and Literature Vol 12 No 1 (2026): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Universitas Uluwiyah Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/faytws85

Abstract

This study explores the professional development needs of rural secondary school teachers in teaching English pronunciation in the Vhembe District of South Africa. Recognizing that pronunciation is a critical yet often neglected component of English language instruction, the study investigates how teachers perceive, approach, and manage pronunciation teaching in resource-limited rural contexts. A qualitative research design was adopted, involving semi-structured interviews with English teachers from selected rural secondary schools. The findings reveal that most teachers have limited formal training in pronunciation pedagogy and rely on intuitive or traditional methods of instruction. Challenges such as inadequate teaching resources, linguistic interference from indigenous languages, and the marginalization of pronunciation in the curriculum further hinder effective instruction. Despite these challenges, teachers demonstrated a strong willingness to improve their practice and called for targeted professional development, accessible teaching materials, and sustained institutional support. The study recommends integrating explicit pronunciation pedagogy into teacher education programmes, providing regular in-service training, and revising the curriculum to give pronunciation a more prominent role. These interventions are essential to empower rural teachers, enhance learners’ spoken English proficiency, and promote equity in language education across South Africa.
Recognition Memory of Vocabulary (RMV) and Reading Comprehension for EFL Learners in A Pesantren-Based Junior Secondary School Hari Prastyo; Agustin Pramita Dewi; Ali Mohammed Saleh Al-Hamzi; Ndishunwani Vincent Demana; Siti Khikmiyah; Aida Fitrianah Zen
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 11(1), May 2026
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v11i1.1016

Abstract

This research investigates the correlation between recognition memory of vocabulary (RMV) and reading comprehension among eighth-grade English as a Foreign Language (EFL) learners at MTs Favorit Darut Taqwa Dlanggu, Indonesia. Utilizing a mixed-methods research design combining quantitative correlational analysis and qualitative descriptive inquiry, the study engaged 28 participants selected through purposive sampling based on their educational level and prior learning experiences. Data collection was executed through two distinct instruments: a vocabulary recognition memory assessment comprising multiple-choice questions and a reading comprehension evaluation. The findings indicated a statistically significant and exceptionally strong positive correlation between vocabulary recognition memory and reading comprehension (r = 0.976, p < 0.01), thereby illustrating a robust connection between learners’ capacity to recognize previously acquired vocabulary and their performance in comprehension tasks. Nonetheless, the results also imply that vocabulary recognition in isolation does not comprehensively account for reading comprehension, as various reading strategies, including skimming, scanning, and inference-making, were also integral to the students’ comprehension processes. This study underscores the pedagogical significance of amalgamating contextualized vocabulary instruction with explicit training in reading strategies and differentiated instructional methods. The implications of these findings offer valuable pedagogical insights aimed at enhancing English literacy instruction within EFL environments, particularly in Pesantren-based educational institutions.
Co-Authors Agustin Pramita Dewi Aida Fitrianah Zen Ali Mohammed Saleh Al-Hamzi Ernest Kwesi Klu Hari Prastyo Mzamani Johannes Maluleke Siti Khikmiyah