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This Author published in this journals
All Journal Indonesian Journal of Integrated English Language Teaching EDUCAFL : E-Journal of Education of English as a Foreign Language Jurnal Penelitian Humaniora Journal of Foreign Language Teaching and Learning IJIET (International Journal of Indonesian Education and Teaching) POLYGLOT LLT Journal: A Journal on Language and Language Teaching Journal of English for Academic and Specific Purposes (JEASP) Jurnal Bahasa Lingua Scientia Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) PROJECT (Professional Journal of English Education) Journal of English Language and Pedagogy SAGA: Journal of English Language Teaching and Applied Linguistics ELTR Journal Pedagogy : Journal of English Language Teaching SALEE: Study of Applied Linguistics and English Education Journal of Research on Language Education English Education and Literature Journal (E-jou) UC Journal: ELT, Linguistics and Literature Journal Datokarama English Education Journal (deejournal) Journal of English Teaching and Linguistic Issues (JETLI) Journal of Education, Language Innovation, and Applied Linguistics Stairs: English Language Education Journal Journal of English Language and Pedagogy (JELPA) Erudita: Journal of English Language Teaching Cognitive Insight in Education Polyglot: Journal of Linguistics, Literature, and Language Education Magister Scientiae
wijaya, kristian florensio
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPLEMENTATION OF ONLINE LEARNING ACTIVITIES DURING COVID-19 OUTBREAK Wijaya, Kristian Florensio
Jurnal Penelitian Humaniora Vol 25, No 1: Februari 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v25i1.23555

Abstract

This library study sought to investigate the implementation of online learning activities during the Covid-19 outbreak. To increase the reliability, robustness, and comprehensibility forming in this small-scale library study, the researcher employed a thematic analysis while clustering the most identical research findings from 30 previous online learning activity studies into some thematically categorized themes. As the topmost prioritization of this small-scale library investigation was to generate more comprehensible, relatable, and applicable research results beneficial for the betterment of worldwide English language teaching-learning enterprises, the researcher selected 30 published online learning activity investigations uploaded in varied journal article platforms ranging from 2020 to the 2022 year. Based on the data agglomeration final results, online learning activities promoted various advantages and disadvantages concerning EFL learners’ target language proficiency levels advancement and habitual classroom learning vicinities. Anchoring on this unassailable fact, globalized educational institutions and second language educators should work hand-in-hand to invent more contextual online learning dynamics currently matching with nowadays EFL learners’ learning needs, skills, and preferences.     
THE SIGNIFICANCE OF EFL TEACHERS MOTIVATIONAL STRATEGIES IN SUPPORTING EVER-CHANGING CLASSROOM LEARNING DYNAMICS wijaya, kristian florensio
Jurnal Penelitian Humaniora Vol 25, No 2: Agustus 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v25i2.23700

Abstract

Too much concentration and attention has been given to the significant degree of professional development growth without focusing on cultivating more robust educational motivation among globalized EFL educators. To compensate for this previous research drawback, this small-scale library study attempted to profoundly investigate the extent strong motivation strategies can impart extensive support for worldwide EFL educationalists to induce more supportive and positive second language learning climates in the presence of heterogeneous learners. Thus, the researcher thematically analyzed the identical findings generated by 30 previous EFL teachers’ motivational strategies studies. With the employment of a thematic analysis, the researcher could potentially yield more credible, relevant, and contextual research results since conscientious data interpretations were iteratively applied before grouping these particularly generated findings into some similar research theme categories. All these 30 previously published EFL teachers’ motivational strategies studies were adapted from 2017 to 2024 year. The last current 7 years of published studies were the topmost priority to ensure the trustworthiness of all the thematically-subsumed research findings to be in line with the major specific topic forming in this library investigation. The thematically divided research results revealed that robust EFL teachers’ motivational strategies significantly helped second language learners master the desired target language competencies and experience more enjoyable classroom learning climates. 
Optimizing EFL Learners’ Writing Learning Processes through Automated Writing Evaluation Wijaya, Kristian Florensio
Cognitive Insight in Education Vol. 1 No. 1 (2025): Cognitive Insight in Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/cognitive.v1i1.11

Abstract

This small-scale library study explores the role of Automated Writing Evaluation (AWE) in optimizing EFL learners’ writing processes. The researcher employed thematic analysis to analyze findings from 30 peer-reviewed journal articles published between 2019 and 2024. Data were coded using an open-coding strategy and grouped into overarching themes. Two dominant themes emerged: (1) AWE enhanced EFL learners' writing skills, and (2) AWE cultivated writing autonomy. These findings suggest that AWE facilitates more independent, confident, and proficient writing practices. Implications for integrating AWE tools into EFL classrooms and directions for future research are discussed.
Empowering EFL Learners’ Writing Performances through the Use of Peer Assessment Wijaya, Kristian Florensio
Polyglot: Journal of Linguistics, Literature, and Language Education Vol. 1 No. 1 (2025): Polyglot: Journal of Linguistics, Literature, and Language Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/polyglot.v1i1.54

Abstract

Feedback is one of the crucial elements that determine the quality of the teaching and learning process. In the EFL writing learning realm, second language educationalists need to be more conscientious and selective before capitalizing on specific feedback types appropriate for learners’ writing learning contexts. One of the rewarding types of feedback approaches worth further activation in second language writing learning dynamics is peer assessment. Previous researchers contended that peer assessment could potentially promote emotionally-supportive and positively-sound writing learning dynamics in which EFL learners begin cultivating robust motivation to practice their writing skills to the utmost development. This small-scale library study employed a thematic analysis to analyze the findings of 20 previously peer-reviewed scientific articles. With the support of a thematic analysis, the researcher is more likely to yield more precise, credible, and contextualized results since the reviewed findings are categorized into identical research themes. From the thematic analysis research results, peer assessment is proven to be an expedient pedagogical approach to be internalized at the onset of second language writing learning dynamics, as this strategy is a propelling force for strategic writing development, academic self-regulation, writing performance, confidence, and learner collaboration. From the above-depicted research outcomes, it is indispensable for educators to ascertain the meaningful use of peer assessment in order to promote fruitful writing learning outcomes in the presence of heterogeneous learners.
The Role of Grammarly as an Automated Writing Evaluation Tool in EFL Writing Learning Process Wijaya, Kristian Florensio
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i2.127

Abstract

This study investigated the role of Grammarly as an automated writing evaluation (AWE) tool in supporting EFL learners’ writing development. A library-based review was conducted, analyzing findings from 30 empirical studies published between 2018 and 2025. A thematic analysis approach was employed to identify common patterns across the selected literature. The review showed that Grammarly primarily contributed to improvements in writing accuracy, linguistic proficiency, and surface-level mechanics. The tool also supported the development of learner autonomy, strategic revision skills, and motivation when integrated into classroom writing activities. However, the reviewed studies indicated that Grammarly remained limited in addressing higher-order writing skills such as organization, coherence, and idea development. These findings highlighted the importance of combining AWE tools with teacher feedback to achieve balanced writing instruction. The study offered insights relevant to international educators seeking evidence-based guidance on adopting AWE tools to enhance EFL writing pedagogy.
CHALLENGES IN TEACHING ACADEMIC WRITING TO EFL LEARNERS IN HIGHER EDUCATION CONTEXTS Wijaya, Kristian Florensio
ELTR Journal Vol. 10 No. 1 (2026)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v10i1.276

Abstract

It is an indispensable demand for global EFL learners to entrench the comprehensive mastery of exemplary academic writing skills. In concurrence with this underlying principle, second language educators should establish, nurture, and reinforce their learners’ academic writing competencies in the long run to help them achieve fruitful academic success. The researcher conducted this small-scale library study to unravel probable academic writing challenges experienced by EFL learners in higher education contexts. After completing this library investigation, it is hoped that these specifically generated findings will enlighten the perspectives of second language educational stakeholders regarding the crucial need to embed EFL learners with meaningful, innovative, and contextualized academic writing instructional approaches. To fulfill the aforementioned study objective, the researcher capitalized on a thematic analysis method in analyzing particular research results derived from 30 former academic writing challenges in higher education scientific works. With the help of a thematic analysis method, the researcher could yield more comprehensible and applicable findings as each finding was grouped into similar research themes. The thematically-categorized findings revealed some common academic writing hurdles amidst learners’ regular classroom settings, namely linguist, cognitive, strategic, affective, environmental, and pedagogical barriers.    
EXPLORING THE BENEFITS OF PROJECT-BASED LEARNING IN CONTEMPORARY EFL SPEAKING INSTRUCTION Wijaya, Kristian Florensio
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7351

Abstract

The advent of innovative, creative, and interactive learning dynamics can promote better-facilitated speaking learning activities among EFL learners. These contextualized learning models are manifested with the employment of project-based learning, where language learners are commissioned to exert a more powerful control on their personalized communication practices. This small-scale library investigation aimed to delve more deeply into the advantages of project-based learning in modern EFL-speaking learning dynamics. Hence, the researcher employed a thematic analysis while analyzing the findings of 30 previous project-based learning studies to generate more systematic and comprehensible results. From the specifically generated findings, project-based learning helped provide real-time communication practices and promote emotionally supportive speaking classroom environments among EFL learners. Some recommendations were proposed to guide future research on the implementation of project-based learning in modern EFL-speaking contexts
Co-Authors Bram, Barli Concilianus Laos Mbato Mety, Mety Setiawan, Niko Albert