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p-Index From 2021 - 2026
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All Journal Voices of English Language Education Society Studies in English Language and Education
Leffi Noviyenty
Institut Agama Islam Negeri Curup, Indonesia
Languange, Linguistic, Communication & Media

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Sustaining the Reading Current: Cognitive, Behavioral, and Emotional Engagement among Indonesian EFL University Students Sinarman Jaya; Leffi Noviyenty
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.34005

Abstract

Reading engagement remains a critical concern in Indonesian EFL higher education, where students are required to engage with dense academic texts despite limited sustained reading practices. Although previous studies have examined reading motivation and strategies, less attention has been given to how cognitive, behavioral, and emotional engagement interact to sustain academic reading. This study investigated multidimensional reading engagement among Indonesian EFL university students through the lens of Directed Motivational Currents. A convergent mixed-methods design was employed, involving 110 third-semester students from four universities in Bengkulu, Indonesia, of whom 20 participated in semi-structured interviews. Quantitative data were analyzed using descriptive and correlational statistics, while qualitative data were examined through thematic analysis and integrated through triangulation. The findings revealed a high level of overall reading engagement, with emotional engagement emerging slightly higher than cognitive and behavioral engagement. Perceived progress in comprehension, alignment with future academic and professional goals, emotional satisfaction, and structured reading practices were identified as key factors supporting sustained engagement. Interview data further showed that students maintained engagement by segmenting complex texts, setting reading routines, monitoring comprehension, and connecting reading tasks to future-oriented goals. These findings suggest that EFL academic reading engagement is not driven by obligation alone but by the dynamic interaction of emotional reinforcement, goal-directed motivation, and strategic regulation. Pedagogically, EFL instructors should design reading activities that include explicit strategy training, manageable text segmentation, progress-based feedback, and goal-oriented scaffolding to sustain students’ engagement with academic texts.
Flipping and gamifying university’s online English preparation courses: Understanding learner flow state and autonomy Safnil Arsyad; Budi Waluyo; Leffi Noviyenty; Amrullah Amrullah; Paidi Gusmuliana; Rismar Riansih
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.86

Abstract

This study utilized a sequential exploratory mixed methods design to examine the synergistic effects of flipped and gamified learning on students’ flow state and autonomy in a fully synchronous online English preparation course at an Indonesian university. Through a narrative approach and a one-group pretest-post-test design, the research engaged 25 undergraduates, incorporating technology both inside and outside the classroom. Data collection consisted of narrative frames over two cycles, surveys, teachers’ observations, and analytics from gamification apps, all of which were analyzed using thematic analysis alongside descriptive and inferential statistics. Results indicated that these innovative teaching strategies significantly improved student motivation and autonomy by fostering an interactive environment that synergized skill improvement with challenge and provided real-time feedback. These methodologies improved listening and reading scores, but advancements in structural knowledge and written expression were less pronounced, suggesting a need for more focused pedagogical tactics. Qualitative data demonstrated high engagement levels, yet they accentuated a complex interplay between motivation and academic performance, emphasizing the critical roles of technological accessibility and comprehensive teacher training in maximizing learning outcomes across various competencies. This study highlights the necessity of addressing technological and instructional barriers to fully leverage the benefits of flipped and gamified learning environments.
Co-Authors Amrullah Amrullah Budi Waluyo Paidi Gusmuliana Rismar Riansih Safnil Arsyad Sinarman Jaya