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p-Index From 2021 - 2026
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All Journal Journal on English as a Foreign Language (JEFL)
Desi Surlitasari Dewi
Universitas Riau Kepulauan, Batam, Indonesia
Languange, Linguistic, Communication & Media

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Examining the impact of digital storytelling and video-assisted instruction on speaking performance across self-regulated learning levels in an ESP context Desi Surlitasari Dewi; Shella Gherina Saptiany; Tiara Nove Ria
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9358

Abstract

Recent advances in technology-enhanced language learning (TELL) emphasize innovative methods to improve speaking skills in English for specific purposes (ESP) classes, particularly for Law students. However, research comparing the effectiveness of digital storytelling (DST) and video-assisted instruction (VAI) in developing speaking performance remains limited, particularly in relation to students' self-regulated learning (SRL) levels. This study explores the impact of DST and VAI on speaking performance across SRL levels through a quasi-experimental research design. A total of 48 undergraduate ESP students majoring in Law at a private university in Indonesia were categorized into higher and lower self-regulation groups. The data were collected through an SRL questionnaire and speaking tests and analyzed using two-way ANOVA and independent samples t-tests. The results revealed that students in the DST group significantly outperformed those in the VAI group (Sig. = 0.009). However, no significant interaction effect was found between SRL, instructional approach, and speaking proficiency. The finding implies that DST enhances speaking proficiency by combining structured oral production with creative narrative development, requiring students to rehearse, refine, and integrate linguistic elements in an authentic context. EFL teachers should integrate DST in their classes to improve communication skills in professional and academic settings.
Shifts in communicative competence and metacognitive awareness during podcast-based ESP tasks: A mixed-methods study with pre-service primary teachers Sri Lestari; Aulia Putri; Eka Wilany; Desi Surlitasari Dewi
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10538

Abstract

Podcast-based speaking tasks are increasingly used in English for Specific Purposes (ESP), but evidence on how they relate to communicative competence and metacognitive awareness in teacher education remains limited. This study examined pretest-to-posttest changes in these outcomes and explored participants’ experiences. An explanatory sequential mixed-methods design was used with 42 second-semester pre-service primary teachers at a private university in East Java, Indonesia. All participants completed a speaking assessment and an adapted Metacognitive Awareness Inventory (MAI) before and after six weeks of podcast-based tasks. Ten participants then joined semi-structured interviews. Paired-samples t tests showed higher posttest scores for communicative competence, t(41) = -13.34, p < .001, and metacognitive awareness, t(41) = -10.39, p < .001. Interviewees described how planning, recording, playback, and revision supported confidence, fluency, audience awareness, and reflection; they also reported vocabulary, pronunciation, and technical challenges. Because the study used a one-group pretest–posttest design, the score changes cannot be attributed to podcasting alone. The findings suggest that structured podcast tasks may connect speaking practice with reflection when teachers provide clear goals, feedback, and self-evaluation.
Co-Authors Aulia Putri Eka Wilany Shella Gherina Saptiany Sri Lestari Tiara Nove Ria