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All Journal JR-ELT (Journal of Research in English Language Teaching)
Nyimas Triyana Safitri
Universitas Jambi, Muaro Jambi, Jambi, Indonesia
Languange, Linguistic, Communication & Media

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A PEDAGOGICAL DECISION-MAKING IN INTEGRATING INTERACTIVE AUDIO-VISUAL TOOLS INTO VOCABULARY INSTRUCTION: EVIDENCE FROM ENGLISH TEACHERS Harizah Zafirah; Nyimas Triyana Safitri; Hidayati Hidayati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jha0hg21

Abstract

The integration of interactive audio-visual tools into vocabulary instruction involves a series of pedagogical considerations that shape how teachers select, use, modify, and assess digital resources in classroom practice. Therefore, this study aims to examine the process of teachers’ pedagogical decision-making when integrating interactive audio-visual tools into vocabulary instruction. Employing a descriptive qualitative research design, this study collected data through semi-structured interviews with two English teachers, and the data were analyzed using Braun and Clarke’s (2006) thematic analysis approach. The findings revealed four interconnected processes of teachers’ decision-making, including the selection of digital tools aligned with instructional objectives, the integration of interactive tools into vocabulary learning activities, the adaptation of technology use to students’ needs and classroom conditions, and the evaluation of digital tools in supporting vocabulary instruction. Overall, the findings indicate that technology integration in vocabulary instruction is not merely a process of adopting digital tools, but rather a contextual practice shaped by teachers’ ongoing pedagogical decisions and instructional considerations.
THE ANALYSIS OF EFL TEACHERS' CODE-SWITCHING STRATEGIES IN CLASSROOM INTERACTION Enika Iskirana Tarigan; Nyimas Triyana Safitri; Melati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/0sfmdp75

Abstract

Code-switching between English and Indonesian is a common phenomenon in EFL classrooms, yet it is often viewed by novice teachers as a sign of weakness rather than a deliberate pedagogical strategy. Previous studies have generally examined teachers' and students' perceptions of code-switching in isolation, without comparing whether students' understanding actually matches teachers' pedagogical intentions. This research aimed to analyze the types of code-switching used by an EFL teacher in classroom interaction and to investigate the teacher's and students' perceptions toward its use. Using a qualitative descriptive design, data were collected through classroom observations and semi-structured interviews with one English teacher and five students at a senior high school in Jambi, and were analyzed using an established classification of code-switching. The findings showed that the teacher employed two types of code-switching, namely inter-sentential and intra-sentential switching, with inter-sentential switching used most frequently to facilitate comprehension, clarify instructions, and explain vocabulary. The teacher held consistently positive perceptions of code-switching, and most students shared this view, reporting improved comprehension, vocabulary learning, and confidence. However, some students felt that excessive code-switching, particularly the use of regional languages, reduced their opportunities to practice English, revealing a partial divergence between the teacher's intentions and students' experience. These findings suggest that EFL teachers should use code-switching purposefully rather than habitually.
HOW INSTAGRAM REELS SUPPORTS ENGLISH IDIOM LEARNING: AFFORDANCES AND CHALLENGES FROM EFL STUDENTS’ EXPERIENCES Keisya Ersi Ivani; Nyimas Triyana Safitri; Hidayati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/f2st0f58

Abstract

English Idioms as an Issue of EFL Teaching is a challenging one for EFL learners since most of idioms’ meaning is figurative and relative depending on its context. Following up on previous research which discusses Instagram Reels as the new way for English learners to acquire the vocabulary since it contains a very interesting short-form audio visual contents, this research explored how Instagram Reels facilitate EFL students’ English idiom learning process through exploring the affordances and challenges. This study was a qualitative case study which recruited five EFL learners in the second semester from Universitas Jambi who were selected using purposive sampling technique. The data collection instruments are semi-structured interviews which were analyzed using thematic analysis. The results demonstrate that there are six affordances of Instagram Reels on English idiom learning: repeated exposure to idiomatic expressions, multimodal support for interpreting figurative meanings, opportunities for autonomous learning, flexible access to learning, contextualized language input, and opportunities to use idioms in authentic communication. In addition to the affordances, the students also reported challenges: interpretation problem on the meaning, inadequate explanations from content creator, the rapidly vanished subtitle, and lack of feedback. Therefore, the results imply that Instagram Reels is a useful supplemental tool for EFL idiom learning; however teacher-based instructions are needed to enhance the understanding on difficult idioms.
Co-Authors Enika Iskirana Tarigan Harizah Zafirah Hidayati Hidayati Hidayati Keisya Ersi Ivani Melati