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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Foreign Language Teaching and Learning Jurnal Pengabdian Magister Pendidikan IPA Journal of English Education and Teaching (JEET) JASL - Journal of Applied Studies in Language Akademika : Jurnal Pemikiran Islam JEELS (Journal of English Education and Linguistics Studies) Indonesian Journal of English Language Teaching and Applied Linguistics
Irawan, Lalu Ari
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Podcast videos-based language learning materials integrated with metacognitive skills in improving EFL learners’ speaking skills and intercultural pragmatic competences Ismail, Mahyun; Haerazi, Haerazi; Irawan, Lalu Ari
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.6966

Abstract

Recognizing that speaking proficiency requires not only linguistic accuracy but also metacognitive awareness and intercultural sensitivity, the research introduces podcast videos as authentic resources to provide contextual exposure to real-life communication. This study investigates the effectiveness of podcast video–based instructional materials integrated with metacognitive strategies in enhancing English as a Foreign Language (EFL) learners’ speaking skills and intercultural pragmatic competence. Employing a mixed-method concurrent embedded design, the study involved 67 middle school students in Central Lombok, Indonesia, who were divided into experimental and control groups. Data were collected through pretests, posttests, and interviews, with instruments designed to measure speaking performance, intercultural pragmatic competence, and metacognitive skills. Quantitative results revealed significant improvements in the experimental group’s speaking and intercultural competence, supported by high mean scores and statistically significant differences in t-test analyses. Metacognitive integration also fostered learners’ ability to plan, monitor, and evaluate their communication strategies, leading to greater learner autonomy. Qualitative findings indicated positive learner perceptions, with students highlighting the authenticity, motivation, and relevance of the podcast-based materials. Podcast videos mixed with metacognitive scaffolding appear to be a unique and effective EFL teaching method. The study offers both theoretical and practical implications for technology-enhanced, student-centered pedagogy.
Technological and digital literacy challenges in implementing flipped learning: insights from Eastern Indonesia Haerazi, Haerazi; Irawan, Lalu Ari; Sotlikova, Rimajon; Alemayehu, Moti
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37784

Abstract

This study explores the challenges faced by English as a foreign language (EFL) learners and teachers in Eastern Indonesia when implementing flipped learning, with a focus on technological access and digital literacy. Despite the potential benefits of flipped learning, such as increased learner autonomy and deeper cognitive engagement, these factors significantly hinder its effectiveness in under-resourced regions. The study employs a qualitative research design, utilizing interviews and questionnaires with 199 EFL learners and 10 certified EFL teachers from both West and East Nusa Tenggara. The findings reveal that limited internet access, lack of personal digital devices, and low digital literacy are the primary obstacles to successful engagement with flipped learning. These challenges prevent learners and teachers from adequately preparing for class, leading to reduced participation in interactive activities and ultimately hindering language acquisition for learners. In response, the study proposes strategies such as improving internet and device access, offering digital literacy training, and adopting a blended learning approach that combines both online and face-to-face learning. The study contributes to the existing literature by providing context-specific insights into the barriers faced by EFL learners in Indonesia and offering practical recommendations for overcoming these challenges to improve the efficacy of flipped learning in similar educational settings.
Co-Authors Ahmad, Ramli Alemayehu, Moti Aprillah , Ahmad Habibullah, Bukran Haerazi Haerazi, Haerazi Hurniati, Hurniati Ismail, Mahyun KAMARUDIN, SAMSUL Lumbantobing, Panca M. Zaenal Abidin Maknun, Joharatil Nafiah, Silvia Umrotun Nazira, Arni Payung, Naftalia Fany Pratiwi, Ika Aditya Reformana, Gusti Bagus Adri Yogha Riza, Yunisa Septiyani, Winda Soni Ariawan Sotlikova, Rimajon Sukmojati, Edi