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All Journal Language Circle : Journal of Language and Literature ENCOUNTER Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan PREMISE: Journal of English Education and Applied Linguistics Vision: Journal for Language and Foreign Language Learning Language and Education Journal Educalingua Journal Indonesian Journal of English Language Teaching and Applied Linguistics
Lulut Widyaningrum
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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WhatsApp-Mediated Language Teachers’ Reflection of Classroom Practice: Experience of Indonesian Context Prayogo, Agus; Widyaningrum, Lulut
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): 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.v4i1.315

Abstract

This qualitative case study examines language teachers’ reflective practice mediated by WhatsApp application and addresses the topics mostly reflected in the eight topics of classroom practice and the problems faced. A total of 537 entries of chats written, the most common topic of reflection entries is about general teaching approaches. Time restraint and writing chats in English become significant problems of the reflective practice. The practice has provided an online environment that lets teachers interact and share with colleagues to construct knowledge and evaluate teaching practice that beneficial for teacher professional development. Teachers have gained benefits from online reflection collaboration with other teachers, but most of them take into account the need for an online reflection setting that gives freedom to use the language that they are comforted with
The Role of Informal Digital Learning of  English (IDLE) in Enhancing  EFL Students' Language Skills  and Digital Literacy in Higher Education Yaqutil Ummi Rohimah; Siti Mariam; Lulut Widyaningrum
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.394

Abstract

The development of digital technology has significantly impacted English language education, with students increasingly turning to Informal Digital Learning of English (IDLE) through platforms such as YouTube, TikTok, and mobile applications. This study aimed to investigate EFL students' IDLE practices and examine IDLE's role in enhancing their language skills and digital literacy in higher education. Employing a mixed-methods approach with a descriptive design, this study involved 43 undergraduate students from an English Language Education program at UIN Walisongo Semarang, Indonesia, selected through purposive sampling. Data were collected via an online questionnaire comprising 17 Likert-scale items and 3 open-ended questions and analyzed using descriptive statistics and thematic analysis. The findings showed that students were highly engaged in IDLE, particularly through bite-sized content on social media and YouTube. Moreover, IDLE significantly contributed to students' language skills, including vocabulary, listening, and speaking, as well as digital literacy skills such as confidence in navigating digital platforms and evaluating online information. This study highlighted IDLE as a meaningful bridge between informal and formal learning, fostering independent and digitally competent EFL learners.
FUN MEETS FUNCTIONALITY: EXPLORING THE ROLE OF GAMES IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOMS THROUGH THE LENS OF TEACHERS Irvani, Ahmad labib; Widyaningrum, Lulut
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14524

Abstract

How do teachers in the context of teaching English as a foreign language (EFL) with limited resources view and implement GBL after participating in targeted professional development? This study investigates how three experienced EFL teachers view GBL and the challenges they face in its implementation. Data were collected through written reflections using Gibbs' Reflective Cycle, supported by classroom observations and document reviews. Interview data were analysed using Braun and Clarke's (2006) six-phase thematic analysis. Results indicate that teachers view GBL as effective in increasing student motivation, participation, and confidence, as well as reducing anxiety about English, especially when games align with curriculum objectives and are used for clear pedagogical purposes. However, they reported structural barriers such as limited instruction time, unstable internet connections, unequal access to devices, and rigid curriculum and assessment requirements. To overcome these barriers, teachers adopted practical strategies including team-based formats, games projected to the whole class, and short, focused game activities. The study concludes that maintaining GBL in similar English as a foreign language (EFL) learning environments requires continuous professional development, adequate infrastructure, and greater curriculum flexibility.
Co-Authors Adeoye, Moses Adeleke Agus Prayogo Alvionita, Kaffah Visa Dewi, Nuna Mustikawati Fadhilah, Ma'rifatul Huda, Husnul Irvani, Ahmad labib Pryla Rochmahwati Sholihah, Nurus Siti Mariam Siti Tarwiyah Yaqutil Ummi Rohimah