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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Education Journal KREDO : Jurnal Ilmiah Bahasa dan Sastra English Language and Literature International Conference (ELLiC) Proceedings Dinasti International Journal of Education Management and Social Science Elsya : Journal of English Language Studies JEELS (Journal of English Education and Linguistics Studies) JELLT (Journal of English Language and Literature Teaching) Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology ELT Forum: Journal of English Language Teaching LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Al Ibtida: Jurnal Pendidikan Guru MI
Januarius Mujiyanto
English Department, Universitas Negeri Semarang, Indonesia
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Epistemic Agency in Multimodal Reading: How Primary Learners Construct Knowledge Across Modes Hasna Fitri Labibah; Januarius Mujiyanto; Dwi Rukmini; Widhiyanto Widhiyanto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.22155

Abstract

AbstractReading literacy remains a persistent challenge in many English as a Foreign Language (EFL) contexts. However, primary EFL learners frequently encounter difficulties in integrating linguistic, visual, spatial, and gestural modalities. This study investigates how primary learners exercise epistemic agency in multimodal reading and construct knowledge across different modes. Utilizing multimodality theory and epistemic agency, the study implemented an explanatory sequential mixed-methods design involving thirty fifth-grade students from Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. In Phase 1, a one-group pretest–posttest design measured changes in multimodal comprehension using a validated twenty-item instrument. Results showed significant improvement, with mean scores rising from 61.40 (SD = 8.25) to 74.30 (SD = 7.80), t(29) = 8.52, p < 0.001, and Cohen’s d = 1.56, indicating a large effect. In Phase 2, six students representing varied improvement levels were interviewed and engaged in task-based reflections. Thematic analysis identified five dimensions of epistemic agency: taking initiative, decision-making across modes, justification of understanding, reflection and self-regulation, and collaboration and dialogue. The integration of both phases demonstrated that learners' agentive engagement with multimodal resources underpinned comprehension gains, transforming affordances into strategies for meaning-making. These findings affirm that multimodal pedagogy fosters not only measurable comprehension outcomes but also autonomy, critical thinking, and collaborative engagement. The study recommends embedding multimodal literacy into EFL curricula and providing scaffolds that balance cognitive support with opportunities for agency.Keywords: epistemic agency, knowledge construction, literacy pedagogy, multimodal reading, primary school.  AbstrakLiterasi membaca tetap menjadi tantangan yang terus-menerus dalam banyak konteks Bahasa Inggris sebagai Bahasa Asing (EFL). Namun, pembelajar EFL tingkat dasar sering menghadapi kesulitan dalam mengintegrasikan modalitas linguistik, visual, spasial, dan gestural. Studi ini menyelidiki bagaimana pembelajar primer menjalankan agensi epistemik dalam membaca multimodal dan membangun pengetahuan di berbagai moda. Dengan memanfaatkan teori multimodalitas dan agensi epistemik, penelitian ini menerapkan desain metode campuran sekuensial eksplanatif yang melibatkan tiga puluh siswa kelas lima dari Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. Pada Fase 1, desain pretes-postes satu kelompok mengukur perubahan dalam pemahaman multimodal menggunakan instrumen dua puluh item yang tervalidasi. Hasil menunjukkan peningkatan yang signifikan, dengan skor rata-rata meningkat dari 61,40 (SD = 8,25) menjadi 74,30 (SD = 7,80), t(29) = 8,52, p < 0,001, dan Cohen's d = 1,56, yang menunjukkan efek yang besar. Pada Fase 2, enam siswa yang mewakili berbagai tingkat peningkatan diwawancarai dan dilibatkan dalam refleksi berbasis tugas. Analisis tematik mengidentifikasi lima dimensi agensi epistemik: mengambil inisiatif, pengambilan keputusan lintas moda, pembenaran pemahaman, refleksi dan pengaturan diri, serta kolaborasi dan dialog. Integrasi kedua fase menunjukkan bahwa keterlibatan agen pembelajar dengan sumber daya multimoda mendukung perolehan pemahaman, mengubah affordance menjadi strategi untuk pembuatan makna. Temuan ini menegaskan bahwa pedagogi multimoda tidak hanya mendorong hasil pemahaman yang terukur tetapi juga otonomi, pemikiran kritis, dan keterlibatan kolaboratif. Studi ini merekomendasikan penanaman literasi multimodal ke dalam kurikulum EFL dan menyediakan perancah yang menyeimbangkan dukungan kognitif dengan peluang untuk agensi.Kata kunci: agensi epistemik, konstruksi pengetahuan, pedagogi literasi, membaca multimodal, sekolah dasar.
ENHANCING LEXICAL COMPETENCE THROUGH THE ENRICHED VIRTUAL MODEL: A MULTIMODAL APPROACH TO DIVERSE LEARNING STYLES Theresia Cicik Sophia Budiman; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Januarius Mujiyanto
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9570

Abstract

Vocabulary mastery plays a crucial role in successful language acquisition, and blended learning approaches have increasingly been adopted to enhance lexical development in higher education. However, existing studies have predominantly focused on general blended learning designs without fully exploring the specific contribution of the Enriched Virtual Model (EVM) in strengthening different dimensions of lexical competence. Moreover, limited research has examined how diverse learning preferences, such as those identified through the VARK framework, influence students’ engagement and vocabulary development within EVM-based instruction. Addressing these gaps, this study investigates the effectiveness of EVM in improving students’ lexical competence and examines how different learning styles contribute to learners’ engagement and vocabulary growth. Employing a mixed-methods design, the research integrates quantitative data from pre- and post-tests with qualitative insights obtained from reflections, observations, and open-ended responses. Participants were undergraduate students enrolled in a Lexical Studies course, who engaged in a combination of multimodal online modules and targeted face-to-face sessions throughout the intervention. Quantitative findings revealed substantial gains across all dimensions of lexical competence—vocabulary breadth, depth, collocational knowledge, and contextual use—with contextual vocabulary demonstrating the highest improvement. Differences were also observed across learning-style groups, with Visual and Read/Write learners showing the greatest lexical gains, while Auditory and Kinesthetic learners benefited most from modality-congruent strategies. Qualitative findings further indicated that EVM supported learner autonomy, enhanced multimodal engagement, and strengthened vocabulary retention through structured online learning and collaborative face-to-face consolidation. Overall, the results demonstrate that EVM provides an effective, flexible, and learner-responsive framework for vocabulary instruction in blended learning environments.
Exploring the link between lecturer writing assessment literacy and student learning experiences Nia Pujiawati; Januarius Mujiyanto; Rudi Hartono; Issy Yuliasri
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.v13i1.5410

Abstract

Teachers' and students' ability to understand and apply principles of assessment, referred to as assessment literacy (AL), is central to sustaining high-quality teaching and learning. Despite growing recognition of AL's importance in L2 writing instruction, research directly measuring its impact on students' writing development remains limited. This study examines the influence of teachers’ writing assessment literacy (WAL) on students’ learning experiences in advanced L2 writing courses. Drawing on a multi-phase approach, a total of 24 teachers were first assessed using a writing assessment literacy test and then divided into proficiency groups. A total of 92 students (distributed across four groups of 18, 24, 26, and 24 participants, each corresponding to a teacher proficiency group) had their perceptions of assessment practices collected using the Assessment Experience Questionnaire and analyzed alongside the teacher groups. Surprisingly, the results showed that students of teachers with lower levels of writing assessment literacy (WAL) expressed significantly more positive views about assessment practices and educational experiences than those whose teachers had higher WAL levels. These findings challenge the prevailing assumption that greater teacher expertise inevitably leads to better student outcomes and highlight the complexity of the WAL–student learning relationship. The study highlights the need for context-sensitive approaches to professional development and suggests that both standardized and differentiated assessment strategies can provide significant benefits for diverse learners. 
Investigating power in critical literacy pedagogy to develop critical language awareness Indah Arvianti; Sri Wuli Fitriati; Januarius Mujiyanto; Widhiyanto
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.34376

Abstract

Understanding persuasive language that presents certain groups or ideas as superior has become increasingly important in today’s rapidly changing global, technological, and socio-political landscape. People are constantly exposed to texts through education, the media, and institutions, which carry implicit ideologies and power relations. In this context, students need critical abilities that allow them to question how language influences beliefs, normalises dominance, and shapes social realities. However, reading instruction in many Indonesian classrooms still focuses mainly on literal understanding, providing few opportunities for students to develop critical language awareness. This gap underscores the need for critical literacy as a teaching approach that explicitly links language use to power and sociocultural contexts. Addressing this need, the present study examines how critical literacy pedagogy, grounded in the Four Dimensions Model, supports higher education students in recognising and analysing power relations embedded in texts. The study draws on a classroom-based critical literacy intervention, using artefact analysis and classroom observations to examine students’ engagement with texts through Lewison lens. The finding indicates that students moved beyond surface-level reading to identify identity construction, silenced voices, conflicting perspectives, dominant norms, and counter-narratives. Building on these findings, the study proposes a pedagogical framework that integrates text familiarisation, critical questioning, multimodal resources, authentic materials, and critical discourse analysis. Therefore, the implications of this approach underscore the necessity of fostering critical literacy to cultivate awareness and expose underlying power relations in contemporary global contexts
Authentic Spoken English on YouTube: Integrating YouTube Vlogs into Mobile-Assisted Extensive Listening for EFL Students Farah Sukmawati Wahidah; Januarius Mujiyanto; Dwi Rukmini; Katharina Rustipa
Elsya : Journal of English Language Studies Vol. 8 No. 1 (2026): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/2w33z089

Abstract

Despite unprecedented access to authentic spoken English through digital platforms, EFL listening instruction still largely relies on scripted materials that inadequately represent natural speech rate, pragmatic nuance, and accent diversity, creating a persistent gap between classroom listening and real-world comprehension. Addressing this gap, the present study examines the pedagogical potential of integrating YouTube vlogs as a genre-specific resource within mobile-assisted extensive listening. The study aims to analyze learners’ perceptions, reported learning outcomes, challenges, and self-regulated strategies associated with sustained vlog-based listening beyond the classroom. Adopting a ten-week qualitative-dominant case study design, data were collected from twenty university EFL students through one hundred listening journals, closed-ended questionnaires analyzed using descriptive statistics, open-ended questionnaires, and follow-up interviews, with pattern coding applied for qualitative interpretation. Quantitative findings indicate consistently positive trends, with mean scores above 3.20 for listening comprehension, motivation, pronunciation awareness, and exposure to diverse accents, while qualitative analysis reveals three dominant themes: linguistic noticing, affective engagement, and sociocultural awareness. At the same time, learners reported recurring challenges related to fast speech, unfamiliar accents, slang, and multimodal distraction, which were mitigated through self-regulated strategies such as replaying segments, using captions, and maintaining vocabulary logs. The novelty of this study lies in explicitly positioning YouTube vlogs as a structured extensive listening genre rather than a general digital supplement. The findings contribute empirical and practice-oriented evidence for designing scalable, autonomy-oriented listening pedagogy and inform curriculum-level decisions on integrating authentic mobile-mediated input in EFL contexts.
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Abdurrahman Faridi Aflahatun, Nur Ahmad Tauchid Aisyah Ririn Perwikasih Utari Akmala Ashlikhatina Alifia Junita Cendraa Sari Andrian Nuriza Johan Anis 'Azzah Anni Niswah Ulul Azmi Anni Niswah Ulul Azmi Aprilia Riyana Putri Benedikta Andriela Yuni Seran Candradewi Wahyu Anggraeni Dewi Sofiyanatiz Zahro Dewi Surani Dian aprianti Diyana Sulistyani Djoko Sutopo Djoko Sutopo Djoko Sutopo Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Anggani Linggar Bharati Dwi Rukmini Eka Nurhidayat Emilia Ninik Aydawati Endang Sulistianingsih Entika Fani Prastikawati Episiasi Episiasi Farah Sukmawati Wahidah Farah Sukmawati Wahidah Faridi, Abdurrachman Ferry Hadriyan Frimadhona Syafri Frimadhona Syafri Ganda Herdiansyah Hartono, Rudi Haryani Haryani Hasna Fitri Labibah Hendi Pratama Hendi Pratama Hendi Pratama Hendi Pratama Hendra Putra Hendra Putra Henrikus Joko Yulianto Indah Arvianti Issy Yuliasri Joko Nurkamto Kadek Sonia Piscayanti Katharina Rustipa Katharina Rustipa Katharina Rustipa Katharina Rustipa Katharina Rustipa Lita Liviani Taopan Luluk Khoiriyah Mazulfah Mazulfah Melania Wiannastiti Muchamad Saepudin Muh Syafei Muhammad Khumaedi Muhammad Rifqi Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Nadiah Ma’mun nastiti ardita sari Nia Pujiawati Nia Pujiawati Nopa Yusnilita Novia Uswatun Hasanah Nur Antoni Eko Tanuso Nur Ekaningsih Nurtilek Kadyrov Oktavia, Masitoh Puji Astuti Puji Astuti Puspita Mahardika Prasetyaningtyas R. Bunga Febriani Radeni Sukma Indra Dewi Ratih Laily Nurjanah Refi Ranto Rozak Rezza Fatwassani Rika Setyawati Riyan Dwi Cahyaningsih Rudi Hartono Rudi Hartono Rudi Hartono Rukminingsih Rukminingsih, Rukminingsih Seftika Seftika Seftika Seftika Shella Gherina Saptiany Shella Gherina Saptiany sola gratia wiyana Sri i Wuli Fitriat Sri Wuli Fitrianti Sri Wuli Fitriati Suciati Suciati Suciati Suciati Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Theresia Cicik Sophia Budiman Titis Sulistyowati W, Widhiyanto Wendi Kusriandi Widhiyanto Yatimul Chotimah Yayu Sri Rahayu Yentri Anggeraini Yudhi Arifani Yuliana Maula Yulianawati, Ida Yuniarti Yuniarti Yuniarti Yuniarti Yusi Rahmawati Yusi Rahmawati Zulfa Sakhiya Zulfa Sakhiya zulfa Sakhiyya