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All Journal Jurnal Arbitrer Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Education and Teaching (JEET) English Journal Ethical Lingua: Journal of Language Teaching and Literature Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran ENGLISH FRANCA : Academic Journal of English Language and Education English Learning Innovation (englie) Studies in English Language and Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Indonesian Journal of English Language Teaching and Applied Linguistics
Saputra, Dwi Bayu
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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From Comprehension Struggles to Reflective Growth: An Exploratory Study of Vodcast Use in Self-Directed Listening among Beginner EFL Learners Hanifa, Rizaldy; Yusra, Siti Rahimah; Muhamanda, Riki; Saputra, Dwi Bayu; Alamsyah, Devy Kurnia
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.578-597

Abstract

This qualitative study investigated the experiences of beginner English as a Foreign Language (EFL) learners utilizing English vodcasts for self-directed listening and metacognitive reflection. During a six-week intervention, 25 university students in West Sumatera, Indonesia, interacted with authentic spoken English input, supported by structured reflection. Data from Vodcast Analysis Templates and Oral Recordings documented comprehension processes, strategic responses, metacognitive insights, and affective engagement. Thematic analysis revealed four interconnected themes: challenges in listening comprehension, strategic responses to difficulties, metacognitive reflection and awareness, and affective engagement and motivation. Students often encountered difficulties with fast speech, unfamiliar accents, idiomatic expressions, and complex content, and they addressed these challenges through repetition, note-taking, and the use of subtitles. The templates facilitated learners in articulating breakdowns, evaluating listening behaviors, and recognizing growth. Overreliance on subtitles and repetition occasionally promoted superficial processing; some learners focused on vocabulary without incorporating it into discourse comprehension; and inconsistent oral responses indicated variable spoken fluency. The findings indicate that vodcasts can enhance autonomy, strategy use, and reflective learning, while also identifying areas that need instructional improvement.
Instagram for English Language Learning: Learners’ Views on Reading Comprehension through Captions, Threads, and Comments Puspa, Adelia; Saputra, Dwi Bayu; Marpaung, Tiara Azzahra; Citra Sari Dewi, Anggun
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23436

Abstract

Although interest in social media–mediated language learning is increasing, most research on Instagram has focused on productive skills, with limited attention to its potential for supporting reading comprehension, especially through platform-specific textual features. This study addresses this gap by critically examining the ways in which captions, comments, and threads mediate English as a Foreign Language (EFL) learners’ reading comprehension and engagement in a multimodal digital environment. Using a mixed-methods approach, data were collected from 72 undergraduate students via pre- and post-intervention questionnaires and follow-up interviews following an eight-week Instagram-based extensive reading program. The results indicate a measurable increase in learners’ engagement and perceived comprehension. A majority of participants reported higher engagement (58.4%) and enjoyment (62.5%), while 77.8% noted improvement in reading comprehension. Furthermore, 87.5% of students identified visual-textual integration as a key facilitator of meaning-making, and 70.8% highlighted the comment section as the most effective feature for interpretive support, emphasizing the importance of socially mediated interaction. Qualitative data further demonstrate that comprehension is constructed through the dynamic interplay of multimodal cues, contextual inference, and peer negotiation of meaning, although linguistic informality, such as slang, continues to present challenges. These findings challenge traditional text-centric models of reading by conceptualizing comprehension as a socially situated and multimodal process. The study advocates for a pedagogical shift that incorporates platform-specific affordances of social media into EFL reading instruction, thereby aligning formal educational practices with learners’ digital literacy environments.
Co-Authors Afrilina, Ananda Muddrika Zahara Agustinos, Putri Alamsyah, Devy Kurnia Ciptro Handrianto, Ciptro Citra Sari Dewi, Anggun Eko Saputra Elfrida, Elfrida Haq, Maulluddul Haryana, Lia Jufrizal Jufrizal M. Affandi Arianto Marpaung, Tiara Azzahra Muhamanda, Riki Muhammad Fadhli Muswari, Reci Puspa, Adelia Rizaldy Hanifa Syafrina, Dewi Yusra, Siti Rahimah