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All Journal LinguaScopes: International Journal of Language Education
Sandi Pradana
STAI Ma'arif Kalirejo Lampung
Languange, Linguistic, Communication & Media

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The Resilience of 'Silent' Students: Re-evaluating Introversion as a Strategic Competence in EFL Learning Ulyati Retno Sari; Sandi Pradana
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67197/ls.v3i1.251

Abstract

EFL classrooms have long treated verbal participation as the primary evidence of language learning, a conflation that places introverted students at a structural disadvantage before any instruction begins. This study examines what those students are actually doing during the silences teachers routinely read as disengagement. Twelve introverted tertiary EFL students in South Sumatra, Indonesia, participated in in-depth phenomenological interviews and Stimulated Recall Interviews (SRI) conducted against video footage of their own EFL classes. Inductive thematic analysis of the resulting data identified three superordinate themes: internal language processing, metacognitive monitoring, and learner resilience. Students were engaging in silent rehearsal, mental grammar mapping, self-monitoring, and hypothesis testing, cognitive work that left no audible trace in the classroom. Their resilience took the form of compensatory strategies and self-directed learning routines that were deliberately constructed outside class hours. These findings reposition silence as a metacognitive choice rather than an affective deficit, and introversion as a form of strategic competence that standard oral assessment rubrics cannot detect. EFL teachers need assessment and participation structures that register the range of ways learners actually engage with a language.
Analysis of Student Needs in the Development of TPACK-Based English Syllabus and Learning Plans Juni Hartiwi; Desti Nurdianti; Adhi Nurhartanto; Astirini Swarastuti; Rian Sigit Gesang Permana; Sandi Pradana
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67197/ls.v3i1.285

Abstract

The use of digital tools in English as a foreign language (EFL) classrooms is growing rapidly, but systematic evidence of what students really need from technology-based learning is still limited. As a result, curriculum developers often choose digital resources based on availability, rather than the results of the diagnosis. This study analyzes the need to prepare a syllabus and lesson plan based on the Technological Pedagogical Content Knowledge (TPACK) framework. Using an exploratory sequential mixed-methods design, data were collected through a Likert scale questionnaire of 214 EFL high school students, a focus group discussion with 18 student representatives, a semi-structured interview with nine English teachers, and a document analysis of twelve syllabus and forty-five lesson plans. Quantitative data are analyzed with descriptive statistics (mean, frequency, percentage); Qualitative data were analyzed using Miles and Huberman's interactive model in the form of data reduction, data presentation, and conclusion drawn. Results showed prominent difficulties in listening and speaking skills (M = 4.21 and 4.05 on a difficulty scale of 1-5), strong preference for interactive video and mobile-based learning (61% combined), as well as large gaps between teachers' current TPACK practices and student expectations, especially in the integrated TPACK dimension (teachers M = 2.2 versus student expectations M = 4.7). These findings are synthesized into a curriculum blueprint that positions technology as a pedagogical mediator, not a substitute for content. This study contributes a replicable empirical procedure for translating needs analysis data into a TPACK-based curriculum document, while offering methodological templates and substantive design principles for EFL syllabus developers.
Co-Authors Adhi Nurhartanto Astirini Swarastuti Desti Nurdianti Juni Hartiwi Rian Sigit Gesang Permana Ulyati Retno Sari