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p-Index From 2021 - 2026
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All Journal English Language Teaching Educational Journal Studies in English Language and Education
Hamdan Anwari
Universitas Ahmad Dahlan
Arts Education Languange, Linguistic, Communication & Media

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Voices behind the front desk: A triangular lens on English competence in hospitality education Hamdan Anwari; Bambang Widi Pratolo; Dwi Sulisworo
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15079

Abstract

The hospitality industry, as a linguistically and culturally charged domain, demands communication that extends beyond grammatical correctness toward adaptive, service-oriented performance. This study investigates the state of English competence among vocational hospitality students in Yogyakarta by integrating perspectives from three key stakeholders i.e.,  students, lecturers, and industry practitioners. The research adopts a mixed-methods design to uncover the alignment and dissonance between classroom instruction, communicative readiness, and workplace expectations. Quantitative data from 86 student respondents reveal that over 80% face persistent challenges in spontaneous English interaction, citing limited vocabulary, hesitation, and low confidence. Complementary qualitative insights from focus group discussions with five lecturers and interviews with twelve hotel professionals illustrate that English proficiency in hospitality is increasingly perceived as a form of professional capital: a synthesis of linguistic agility, intercultural empathy, and emotional intelligence. The findings highlight the inadequacy of conventional, grammar-driven ESP pedagogy and advocate for a transformative, partnership-based learning model that embeds authentic industry participation, simulation-driven practice, and performance-based evaluation. The study contributes to ongoing discussions in English for Specific Purposes (ESP) by reframing communicative competence as a professional, affective, and intercultural construct rather than a linguistic artifact. It argues that recontextualizing English learning through design thinking and work-integrated learning principles can foster communicative resilience, industry alignment, and global employability among vocational graduates.
Distraction, motivation, and multimodality: Generation Alpha students’ and teachers’ perspectives on interactive English guide design Bambang Widi Pratolo; Eko Purwanti; Dat Bao; Hamdan Anwari; Nur Fatimah; Soviyah Soviyah; Dio Fahmi Al Faradhi
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1611

Abstract

Generation Alpha learners bring distinctive digital habits and expectations to English language learning, while teachers face increasing challenges in integrating technology into classroom practice. This study investigates the perspectives of Generation Alpha students and English teachers in urban junior high schools in Yogyakarta, Indonesia, and examines the convergence and divergence in their perspectives to inform an interactive English teacher guide design. This convergent mixed-methods needs analysis involved 1,205 students, 61 English teachers, one school principal, and one English MGMP (Musyawarah Guru Mata Pelajaran, or Teacher Working Group) coordinator. Data in this study were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings revealed that students were digitally ready and preferred interactive, multimodal, and contextualized English learning supported by clear guidance and timely feedback. However, they engaged less frequently in independent language practices and speaking activities. Teachers expressed a strong need for practical, curriculum-aligned resources, including lesson templates, differentiated activities, authentic materials, and ready-to-use assessment tools. Students identified technological distractions, unclear instructions, and lengthy texts as the main learning barriers, whereas teachers emphasized low motivation, limited attention spans, and classroom management challenges. Despite these differences, both groups highlighted the importance of multimodal resources, scaffolded instruction, timely feedback, and clear assessment rubrics. Therefore, an effective teacher guide should incorporate multimodal and scaffolded learning, formative assessment, differentiated instruction, and low-bandwidth digital resources. By integrating students’ and teachers’ perspectives, this study provides an evidence-based foundation for developing contextually relevant instructional resources for Generation Alpha learners.
Co-Authors Bambang Widi Pratolo Dat Bao Dio Fahmi Al Faradhi Eko Purwanti Nur Fatimah Soviyah Soviyah