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All Journal Journal Of Academia In English Educations (JADEs) Arus Jurnal Psikologi dan Pendidikan
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Universitas Muhammadiyah Mataram
Arts Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring Roblox as a Social Learning Environment for EFL Vocabulary Learning Zikrina; Edi; Irwandi
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14489

Abstract

This study examines Roblox as an informal social learning environment for the development of English vocabulary among EFL (English as a Foreign Language) students in Indonesia. Using a descriptive qualitative design, data were collected from 35 active Roblox users via open-ended questionnaires, supplemented by field notes and interviews, and analyzed using inductive thematic analysis. The analysis identified key themes, including contextual vocabulary acquisition, willingness to communicate, socially mediated learning strategies, linguistic challenges, and informal learning orientation, as well as three learner profiles: language-focused learners, hybrid learners, and incidental learners. The findings suggest that vocabulary acquisition occurs through contextual use, repetition, and the negotiation of meaning during authentic interactions, rather than through explicit instruction. Participants reported increased confidence and reduced anxiety, as the non-evaluative environment encouraged spontaneous communication. Although the use of slang and fast-paced interactions initially posed challenges, participants learned to adapt by interpreting meaning from context, modelling their peers, and using strategies such as asking for clarification. These processes enabled sustained interaction and supported the development of resilience in communication.
Students’ Perceptions of Online Presentations Via Zoom and in-Person Presentations in Improving Confidence in Speaking English Hijril Ismail; Edi; Ilham; Asbah; Elsa Khusnul Khatimah
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.3030

Abstract

This study examines presentations as an active learning strategy that can increase student engagement and confidence in speaking English. Although many studies have examined online learning, few have compared students' perceptions of Zoom presentations and in-person presentations in relation to increased confidence. This study aims to reveal students' perceptions of both forms of presentations, compare their advantages and disadvantages, and identify factors that influence confidence when speaking. The method used is descriptive qualitative with a population of students in the English Education Study Program (56 students) and a purposive sample who have presentation experience. Data were collected through a Likert questionnaire and in-depth interviews with 10 selected participants. Questionnaire analysis used descriptive statistics, while interview data were analyzed qualitatively through data reduction, presentation, and conclusion drawing. The findings show that presentations via Zoom can increase confidence for some participants because they reduce anxiety and are supported by technological features, despite being limited by technical problems and nonverbal interaction. Meanwhile, in-person presentations are more effective in training speaking skills, courage, and direct interaction with lecturers and classmates. The main factors that influence confidence are mastery of the material, support from the learning environment, and previous presentation experience. In conclusion, both forms of presentation complement each other, and integrating them into English language learning can provide a more holistic approach to improving participants' speaking confidence, communication skills, and adaptation in various communication situations.
Co-Authors Asbah Elsa Khusnul Khatimah Hijril Ismail Ilham Irwandi Zikrina