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All Journal Voices of English Language Education Society INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Ermanto
Universitas Negeri Padang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Multimedia-Supported Genre-Based Instruction in EFL Reading: A Systematic Review Nina Puspitaloka; Ermanto; Yetti Zainil
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32238

Abstract

The increasing prominence of multimodal texts in digital learning environments has intensified the need for EFL reading instruction that integrates linguistic, visual, and interactive meaning-making. While the Genre-Based Approach (GBA) is well established for scaffolding genre awareness and literacy development, and multimedia is widely recognized for enhancing engagement and comprehension, research examining their integration remains fragmented. Addressing this gap, this study reports a Systematic Literature Review (SLR) of 35 empirical studies published between 2018 and 2025, conducted in accordance with the PRISMA 2020 guidelines. The review investigates (1) the pedagogical affordances and limitations of integrating interactive multimedia within GBA for EFL reading instruction and (2) the global implications of these insights for EFL pedagogy in digitally mediated contexts. The synthesis reveals that multimedia-supported GBA affords enhanced learner engagement and motivation, strengthened genre awareness through scaffolded instructional stages, improved reading comprehension via multimodal reinforcement, increased cultural relevance through localized materials, and support for higher-order cognitive processing. However, recurring limitations were also identified, including insufficient teacher preparedness, unequal access to digital resources, superficial use of multimedia as supplementary add-ons rather than pedagogically embedded scaffolds, and a lack of longitudinal evidence on sustained literacy development. Synthesizing evidence across diverse educational contexts, this review highlights the global relevance of multimedia-supported GBA while emphasizing the conditions necessary for its practical and equitable implementation.
L1 Interference in Students’ Translations: A Corpus-Based Analysis of Collocation Errors and Pedagogical Implications Havid Ardi; Ermanto; Novia Juita; Vy Rany
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i1.113

Abstract

Collocation is challenging for translators as the words differ across languages. This study examines collocation errors in translations produced by English Department students who took the Indonesian-English Translations subject. The text discussed the Minangkabau tradition written in Indonesian. Employing a corpus-based approach, the research analyzes students' translations to identify recurring collocational mismatches, classify error types, and first-language (L1) interference in English as an L2, which is studied in terms of the insufficient mastery of English phraseology. The translations made by English Department students were compiled from student submissions and compared against reference corpora (e.g., COCA, BNC) as natural collocations. Tools such as AntConc and Kortara were used to quantify deviations and categorize errors into four primary types: (1) verb-noun, (2) adjective-noun mismatches, (3) unnatural noun-noun phrases, (4) adverb-adjective, (5) verb-preposition, and (6) clause base. Findings reveal that 58.94% of errors arise from noun-noun combinations, where students applied Indonesian syntactic or lexical patterns to English, resulting in unnatural collocations. The study highlights the pedagogical need for explicit collocation instruction in translation training, especially for language pairs with significant structural and cultural differences. It advocates for incorporating corpus tools into classrooms to enhance students’ awareness of natural collocations and reduce L1 interference.
Co-Authors Havid Ardi Nina Puspitaloka Novia Juita Vy Rany Yetti Zainil