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The Effect of Flipped Classroom on EFL Learners’ Competence with Different Learning Styles: A Meta-Analysis Fitriah, Lailul; Mujiono, Mujiono; Weganofa, Riza
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1498

This meta-analysis examines the effectiveness of the Flipped Classroom (FC) model in enhancing EFL learners' competence, focusing on the impact of different learning styles․ This study synthesizes data from 14 quasi-experimental studies published between 2015 and 2024, following PRISMA guidelines․ The study evaluates the overall effect size (ES) and applies moderator analysis to assess variations across student majors, language learning targets, education levels, and geographic regions․ Findings: Results indicate a moderate positive impact of the FC model on EFL learners' competence (ES = 1․99, 95% CI: 0․38 – 3․59)․ Notably, English-major students and those focusing on reading comprehension showed the most significant improvement․ Additionally, learners at the college level benefited more than high school students․ Implications: These findings suggest that the FC model can be effectively tailored to different learning styles, supporting a more personalized and interactive EFL learning experience․ The study underscores the need for further research to optimize FC implementation across diverse educational and cultural contexts․

A Meta-analysis of the effects of differentiated instruction on English language proficiency Weganofa, Riza; Mujiono
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1929

This meta-analysis systematically examined the effects of differentiated instruction (DI) on English language proficiency, addressing the growing need for instructional approaches that address diverse student profiles․ Seven empirical studies published between 2017 and 2024 were included. The overall pooled mean difference was 2․92 with a 95% confidence interval [1․64–4․19], indicating significant improvements in learners' grammar, reading comprehension, and fluency․ A high heterogeneity level (I² = 87%) was observed․ The findings support DI as an effective pedagogical approach in multilingual English classrooms, consistently demonstrating its positive impact on grammar, reading comprehension, fluency, and overall language achievement compared to traditional approaches․ However, substantial variability in effect sizes highlighted the influence of educational contexts, student characteristics, and DI implementation strategies․ Methodological concerns, particularly regarding randomization and allocation concealment, also limited internal validity and generalizability․ Despite these limitations, the findings reinforce DI’s potential to promote equitable learning and enhance student engagement, advocating for its broader application in multilingual settings․ Future research should adopt more rigorous experimental designs, longitudinal approaches, and comprehensive evaluations of implementation fidelity, while exploring contextual factors that shape DI effectiveness, to refine both theoretical frameworks and practical guidelines․

Validating a Collaborative Writing Competence Framework for EFL Instruction: A Confirmatory Factor Analysis Approach Mujiono; Weganofa, Riza; Herawati, Siane; Lutviana, Rizky
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29142

Collaborative writing is widely recognized for its benefits in enhancing linguistic competence, critical thinking, and social interaction in EFL contexts. Despite numerous studies highlighting these advantages, a gap remains in how collaborative writing competence can be systematically assessed and practically applied in classroom settings. This study aims to empirically validate a Collaborative Writing Competence Framework (CWCF) comprising five key dimensions: communication, coordination, creativity, responsibility, and reflection. A quantitative research design involved 103 Indonesian undergraduate EFL students enrolled in an Essay Writing course. Data were collected using a Likert-scale questionnaire and analyzed through Confirmatory Factor Analysis (CFA). The model demonstrated a good fit (χ² = 86.528, df = 81, p = .317; CMIN/DF = 1.068; RMSEA = 0.026; CFI = 0.992), with acceptable reliability (Cronbach’s α = 0.719–0.807) and convergent validity (AVE = 0.501–0.673). Creativity emerged as the most influential factor in collaborative writing competence. The validated CWCF offers actionable insights for EFL instruction: structured peer discussions, guided brainstorming, and task delegation can enhance collaboration, while integrating self- and peer-assessment fosters responsibility and reflection. Digital platforms such as Google Docs may also support real-time coordination and feedback. The CWCF thus serves as both an assessment instrument and pedagogical tool, paving the way for more effective collaborative writing practices in EFL classrooms.

Exploring Academic Writing Readiness in English as a Foreign Language: Progress in Measurement Instrument Design Mujiono, Mujiono; Weganofa, Riza; Herawati, Siane
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1580

Exploring academic writing readiness is fundamental for EFL learners, underscoring the importance of refined measurement methods in global research. This study aims to assess the academic writing readiness of EFL learners and highlight the progress in the specifically designed measurement instrument. The study employed Confirmatory Factor Analysis (CFA) on 107 undergraduates in English studies to validate an academic instrument. Participants were selected for diverse experiences and underwent the survey in their usual classroom. CFA assessed factorial, convergent, and discriminant validity. Cronbach's alpha measured consistency, and data was analyzed using AMOS software. Adjustments were made when model discrepancies arose. The findings indicate that (1) the English Academic Writing Readiness scale dimensions encompass vocabulary, grammar, structure, formatting, and time management. (2) The structural equation model highlights five dimensions with respective factor loadings between 0.50 and 0.89. (3) The theoretical model aligns with observed data, supported by RMSEA, AGFI, TLI, and CFI. (4) The instrument reliably assesses five English Academic Writing Readiness dimensions. The findings imply refined pedagogical strategies for English academic writing instruction

The Interplay of Learning Motivation and Self-efficacy on English Learning Outcomes of EFL Learners: A Meta-Analysis Lailul Fitriah; Mujiono, Mujiono; Riza Weganofa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5849

Abstract This study aims to describe the relationship between learning motivation (LM) and self-efficacy (SE) in English learning outcomes for EFL learners. LM and SE have significantly related to EFL learners’ learning outcomes. However, there is a need to thoroughly examine learning outcomes in language learning, particularly considering variations in students’ LM. This study aims to conduct a meta-analysis of correlation studies to evaluate the interaction of LM and SE on EFL students' learning outcomes. The evidence for the relationship between LM and SE in EFL students was analyzed using a meta-analysis. The study found that a random model was utilized, and the magnitude of the effect was exceptionally great (d.0576). The meta-analysis computed 11 effects, and the variable analysis moderator examined the study's source, sample size, student major, language learning target, educational level, and instrument type.

Exploring Academic Writing Readiness in English as a Foreign Language: Progress in Measurement Instrument Design Mujiono, Mujiono; Weganofa, Riza; Herawati, Siane
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1580

Exploring academic writing readiness is fundamental for EFL learners, underscoring the importance of refined measurement methods in global research. This study aims to assess the academic writing readiness of EFL learners and highlight the progress in the specifically designed measurement instrument. The study employed Confirmatory Factor Analysis (CFA) on 107 undergraduates in English studies to validate an academic instrument. Participants were selected for diverse experiences and underwent the survey in their usual classroom. CFA assessed factorial, convergent, and discriminant validity. Cronbach's alpha measured consistency, and data was analyzed using AMOS software. Adjustments were made when model discrepancies arose. The findings indicate that (1) the English Academic Writing Readiness scale dimensions encompass vocabulary, grammar, structure, formatting, and time management. (2) The structural equation model highlights five dimensions with respective factor loadings between 0.50 and 0.89. (3) The theoretical model aligns with observed data, supported by RMSEA, AGFI, TLI, and CFI. (4) The instrument reliably assesses five English Academic Writing Readiness dimensions. The findings imply refined pedagogical strategies for English academic writing instruction

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