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All Journal Dinamika Bahasa dan Budaya EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal Jurnal Pengabdian Pada Masyarakat Indonesian EFL Journal E-Structural JELL (Journal of English Language Learning) ELT in Focus Jurnal CULTURE (Culture, Language, and Literature Review) Journal of English Education and Linguistics International Journal of Research in Education (IJRE) CrossOver:Journal of Adaptation Studies JELL (Journal of English Language Learning Journal of Language and Literature Studies Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Pengabdian Masyarakat dan Riset Pendidikan LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Theresia Cicik Sophia Budiman
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Lexical acquisition in blended EFL learning: Integrating the enriched virtual model into VARK learning styles Theresia Cicik Sophia Budiman; Sri Wuli Fitriati; Widhiyanto Widhiyanto
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.237-256

Abstract

Vocabulary knowledge plays a fundamental role in second language (L2) proficiency and is strongly linked to students’ academic success in higher education. As blended learning becomes increasingly prevalent in university contexts, there is a growing need for instructional models that promote flexibility, learner engagement, and multimodal input. This study investigates the integration of VARK learning styles—Visual, Aural, Read/Write, and Kinesthetic—within the Enriched Virtual Model (EVM) to support lexical competence among English as a Foreign Language (EFL) learners. Adopting a mixed-methods design, the study involved 53 undergraduate students enrolled in a Lexical Studies course. Quantitative data were collected through pre- and post-tests to measure lexical gains, while qualitative insights were obtained from reflective journals and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests to examine pretest–posttest differences, one-way ANOVA to compare vocabulary gains across VARK learning-style groups, and Cohen’s d to determine effect size. Qualitative data were analyzed thematically following Braun and Clarke’s six-step framework.The findings reveal a statistically significant improvement in students’ lexical mastery, with a large effect size indicating a strong instructional impact. Analysis across VARK categories shows that Visual and Read/Write learners benefited most from the multimodal online materials, although positive progress was observed across all learning-style groups. Qualitative results further indicate that the VARK-informed EVM enhanced learner engagement, autonomy, and motivation by allowing students to interact with vocabulary through varied and flexible modalities. However, challenges related to cognitive workload and limited opportunities for kinesthetic engagement in online environments were also reported. These findings suggest the importance of balancing modality representation when designing blended vocabulary instruction. Overall, this study contributes to multimodal lexical pedagogy and offers practical implications for developing adaptive and learner-centered blended learning models in higher education.
Persistent myths and misconceptions about second language acquisition: A study of English teachers in international schools in Semarang Jafar Sodiq; Theresia Cicik Sophia Budiman; Maria Yosephin Widarti Lestari
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.321-338

Abstract

Myths and misconceptions about Second Language Acquisition (SLA) is vital for creating effective learning environments, particularly in bilingual education settings. Many bilingual schools and early childhood education in Semarang implement the English learning in their curriculum. This research aims to describe the myths and misconceptions about the acquisition of a second language among English teachers in bilingual or international school and provide recommendations on the implementation of second language learning. This research employs the descriptive qualitative method with 17 teachers as the participants from 7 international schools in Semarang City. This study adopts a descriptive qualitative research design, aiming to explore and describe the perceptions, beliefs, and misconceptions about second language acquisition (SLA) among English teachers. The data sources include questionnaires, semi-structured interviews, and unstructured observations involving 17 teachers from 7 international schools in Semarang City and surrounding areas. The methodological approach follows Sandelowski,’s (2000) model of qualitative description, which emphasizes providing a comprehensive, low-inference summary of events or experiences in everyday terms. For the data analysis, the study uses descriptive statistical analysis for the questionnaire data and Miles and Huberman’s interactive model for qualitative data, involving data reduction, data display, interpretation, and conclusion drawing. This results, based on questionnaire responses and semi-structured interviews with teachers, revealed that many believe second language acquisition should begin early, as grammar mastery and accurate pronunciation are more easily achieved at a young age. They also hold that an effective way to learn a second language is to plunge children directly into a second language environment. In the cognitive aspect, the mastery of the second language depends on the parents’ level of English mastery. The teachers also agree that grammar is not so important for a good command of English. Further researches are needed to study the misconceptions among bilingual school administrators.
Co-Authors Ajeng Setyorini Ajeng Setyorini Bella Novita Sari Diana Fransisca Rompas Dwi Anggani Linggar Bharati Elfa Febriana Sukma Entika Fani Prastikawati Faiza Hawa Fatimah Dwi Pangestuti Fitri Yulianti Fitri Yulianti Jafar Sodiq Jafar Sodiq, Jafar Januarius Mujiyanto Lestari, Maria Yosephin Widarti Manggar Rizka Novitri Maria Yosephin Widarti Lestari Nabila Muna Kusuma Nur Hidayat Poppy Evita Diah Faradilla Putri, Atik Okta Setya Rini Maulidhawati Shella Nabilla Sigit Ristanto Siti Nur'Aini Sri Wuli Fitriati Sukma Nur Ardini Sutrisno Sutrisno W, Widhiyanto Wiyaka Wiyaka Zulita, Selma