Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Education, Pedagogy and Teacher Training Englisia
Turki Alsolami
King Abdulaziz University
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Who learns more independently? Gender-based perspectives on English learning autonomy in university settings Suryanto Suryanto; Diah Savitri; Turki Alsolami; Bolormaa Shinjee
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated gender-based differences in English learning autonomy among Indonesian university students enrolled in an English Language Education Department. A total of 108 students (52 males, 56 females) participated in the study. Employing a quantitative research design, data were collected using a validated questionnaire that assessed six dimensions of learner autonomy. Descriptive statistics and an independent-samples t-test were used for data analysis. The findings revealed that male students demonstrated a moderate level of autonomy (M = 2.93), which was comparable to that of female students, who also exhibited a moderate level of autonomy (M = 2.89). The t-test indicated no statistically significant difference between genders (t(106) = 0.454, p = 0.650), with a small effect size (d = 0.09). These results suggest that gender does not function as a determining factor of learner autonomy within this specific educational context. Rather, learner autonomy appears to be more substantially influenced by individual and contextual variables, including motivation, metacognitive skills, and institutional support. The study highlights the importance of designing inclusive, learner-centered instructional strategies that foster autonomy for all students, irrespective of gender. In general, these findings contribute to the growing body of research emphasizing that learner autonomy is a dynamic, developable construct shaped primarily by educational practices rather than demographic differences.  
Gamified Vocabulary Learning in Vocational EFL Contexts: A Longitudinal Mixed-Methods Study of Motivation, Anxiety, and Lexical Gains Turki Alsolami
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Gamification has attracted sustained interest in EFL pedagogy as a strategy for increasing learner engagement and reducing the affective barriers that often accompany vocabulary learning. Yet most studies have examined gamified vocabulary instruction in general secondary or university settings, leaving vocational EFL contexts where learners typically have specific occupational language goals, constrained instructional time, and varied prior exposure to English underrepresented in the research. This study investigates the effects of gamified vocabulary learning on motivation, foreign language anxiety, and lexical gains among vocational high school students in Aceh, Indonesia, over fourteen weeks. Using a mixed-methods sequential explanatory design, the study combines pre- and post-test vocabulary measures, Foreign Language Anxiety Scale scores, and Intrinsic Motivation Inventory ratings with qualitative data from semi-structured interviews and classroom observations. Findings indicate significant gains in vocabulary breadth and retention for the gamified group compared to a control group receiving conventional instruction, alongside reductions in anxiety and increases in intrinsic motivation. Qualitative data complicate this broadly positive picture, however, revealing that gamification's motivational effects were uneven: competitive elements energised high-achieving students while quietly increasing the anxiety of lower-confidence learners. The study draws on Self-Determination Theory (Deci & Ryan, 2000; Ryan & Deci, 2020) and Complexity Theory perspectives on language learning (Larsen-Freeman & Cameron, 2008) to argue that effective gamified vocabulary instruction in vocational EFL contexts requires careful attention to how competition, collaboration, and learner identity intersect in the specific cultural and institutional conditions of each classroom.
Co-Authors Bolormaa Shinjee Diah Savitri Suryanto Suryanto