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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Nella Yuadiah Ningsih
English Education Study Program, Universitas Negeri Makassar, Makassar
Languange, Linguistic, Communication & Media

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Exploring the Relationship between Podcast Engagement and Selective Listening Skills among EFL Learners Siti Ananda Zalzabila Mudjarab; Nabila Syahrani; Nella Yuadiah Ningsih; La Sunra
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10208

Abstract

This study explores the relationship between podcast engagement and selective listening abilities in EFL learners. Although podcasts have become increasingly popular in language learning, limited research has examined the relationship between learners' engagement with podcasts and their selective listening abilities, particularly among EFL students in Indonesian universities. This study addresses this gap by investigating the relationship between podcast engagement, encompassing behavioral, cognitive, and emotional dimensions, and learners' selective listening abilities. The findings provide practical implications for EFL educators, highlighting the importance of integrating podcast-based activities into language instruction to foster active listening and enhance information-processing skills. The study employed a quantitative correlational design and included 30 English Education students from UIN Alauddin Makassar. Data collection involved administering a Selective Listening Test alongside a Podcast Engagement Questionnaire. The analysis using Pearson correlation demonstrated a robust and statistically significant relationship between podcast engagement and selective listening skills (r = 0.890; p < 0.01). The results suggest that increased interaction with podcasts correlates with an enhanced capacity to discern essential information and understand spoken content proficiently. The findings indicate that podcasts function as a valuable authentic learning tool for improving listening skills, especially in the area of selective listening. It is advisable for upcoming studies to incorporate larger sample sizes and mixed-method strategies to enhance the comprehension of learners’ engagement patterns.
Investigating the Relationship Between Metacognitive Awareness and Critical Reading Performance among Undergraduate EFL Students Nabila Syahrani; Nella Yuadiah Ningsih; Siti Ananda Zalzabila Mudjarab; Munir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10206

Abstract

This study investigates the relationship between metacognitive awareness and critical reading performance among undergraduate EFL students in Indonesia. The research addresses the need to better understand how students’ awareness of reading strategies contributes to their ability to engage in higher-order reading processes. A quantitative correlational research design was employed, involving 150 undergraduate students from the English Education program at UIN Alauddin Makassar. Data were collected using the Metacognitive Awareness of Reading Strategies Inventory-Revised (MARSI-R) to measure students’ metacognitive awareness and a researcher-developed critical reading test consisting of 25 multiple-choice items to assess critical reading performance. The data were analyzed using Pearson Product-Moment Correlation. The results revealed a statistically significant and strong positive relationship between metacognitive awareness and critical reading performance (r = 0.971, p < 0.01), indicating that students with higher levels of metacognitive awareness tend to achieve better results in critical reading tasks. These findings suggest that metacognitive awareness plays an important role in supporting students’ ability to analyze, evaluate, and interpret texts effectively. The study highlights the importance of integrating metacognitive strategy instruction into reading pedagogy to enhance students’ critical reading skills. However, the findings are limited to the specific context of this study and should be interpreted within its scope. Future research is recommended to explore additional variables and employ different research designs to further examine this relationship.
The Influence of Learning Interest, Learning Motivation, Learning Environment, and Reading Habits on Students’ Vocabulary Mastery Nella Yuadiah Ningsih; Nabila Syahrani; Siti Ananda Zalzabila Mudjarab; Muh. Tahir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.10207

Abstract

This study investigates the influence of learning interest, learning motivation, learning environment, and reading habits on students’ vocabulary mastery in an English as a Foreign Language (EFL) context. The objective of the research is to examine both the direct and collective effects of these affective, environmental, and behavioral factors on vocabulary mastery. A quantitative correlational design was employed, involving 100 third-semester students of the English Education Department at UIN Alauddin Makassar. Data were collected through validated questionnaires measuring learning interest, motivation, learning environment, and reading habits, as well as a vocabulary mastery test. The data were analyzed using multiple linear regression and Structural Equation Modeling (SEM). The findings reveal that reading habits have a significant and positive direct effect on students’ vocabulary mastery, while learning interest, learning motivation, and learning environment do not show significant direct effects when examined simultaneously. However, covariance analysis indicates strong interrelationships among all independent variables, suggesting that interest, motivation, and environment indirectly support vocabulary development through reading behavior. The novelty of this research lies in integrating regression analysis and SEM to demonstrate both direct and indirect pathways influencing vocabulary mastery. These findings advance current knowledge by emphasizing the central role of sustained reading practices in EFL vocabulary acquisition and offer implications for instructional design that prioritizes reading engagement. Future research is encouraged to explore mediating and longitudinal effects to further clarify causal mechanisms.
Co-Authors La Sunra Muh. Tahir Munir Nabila Syahrani Siti Ananda Zalzabila Mudjarab