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All Journal Indonesian Journal of Applied Linguistics (IJAL) ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Acuity : Journal of English Language Pedagogy, Literature and Culture JALL (Journal of Applied Linguistics and Literacy) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Indonesian EFL Journal
Muhammad Handi Gunawan
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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TEACHER’S STRATEGIES IN THE IMPLEMENTATION OF GLOBAL ENGLISHES IN EXTENSIVE LISTENING: LESSONS LEARNED FROM INDONESIA Muhammad Handi Gunawan; Jihad Fadillah
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.131

Abstract

English role as a global lingua franca necessitates a shift in teaching practices away from traditional native-speaker norms toward an appreciation of diverse English varieties. In the Expanding Circle, conventional instruction often fails to equip learners for real-world communication with varied accents. This study examined the effective strategies EFL teachers use in extensive listening classrooms to integrate Global Englishes (GE) and to assess students’ responses to these diverse materials. This study employed a qualitative case study design, utilizing classroom observations, lecturer questionnaires, and student reflections from one experienced EFL lecturer and approximately 30 undergraduate students at an Indonesian public university. Data were analyzed using thematic analysis. The findings reveal three key strategies: the consistent use of authentic and diverse materials from various global regions, a pedagogical focus on comprehension over accent perfection, and the implementation of structured activities like journals, presentations, and group discussions. Students’ responses were highly positive, showing active participation, enhanced confidence in their own accents, and improved peer interaction. However, students also reported challenges in finding varied resources and understanding certain “strong accents”. In conclusion, the study affirms that moving beyond a native-centric model to integrate GE is a practical necessity for boosting communicative competence. The documented strategies offer an effective pedagogical model for preparing learners for the linguistic realities of a globalized world. These findings contribute an empirically grounded, context-specific pedagogical framework for GE integration in EFL extensive listening instruction in the Indonesian higher education context.
Exploring Students’ Experiences in Using Metacognitive Strategies in Completing Classroom Listening Tasks Fasya Aristawidya Fauziah As’ari; Muhammad Handi Gunawan
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/cjnm0262

Abstract

Listening is often considered one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires learners to process spoken information in real time. Difficulties such as fast speech, unfamiliar accents, and limited vocabulary may affect learners’ ability to understand spoken texts and regulate their comprehension. This study explores how EFL students apply metacognitive listening strategies during classroom listening activities and identify the challenges that influence their strategy use. A qualitative descriptive design was employed to gain deeper insight into students’ experiences. Data were collected from 19 undergraduate students through an open-ended questionnaire reconstructed from the Metacognitive Awareness Listening Questionnaire (MALQ), document analysis, and semi-structured interview. The data were analyzed using theory-driven thematic analysis based on five metacognitive components: planning and evaluation, directed attention, person knowledge, mental translation, and problem solving. The findings reveal that students used all five strategies, but their use was uneven. Problem-solving and directed attention strategies appeared most frequently, while planning strategies were less used. Mental translation was used selectively depending on the listening situation, and students’ self-perceptions and emotional responses influenced their strategic behavior. The study concludes that EFL listening is not only a linguistic process but also a metacognitive and emotional one, suggesting the importance of more explicit metacognitive strategy instruction in listening classrooms.
Co-Authors Aliya Hana Latifa Alvina Salsabiela Aninda Putri Gunawan Anni Kristanti Yunandami Ari Arifin Danuwijaya Atikah, Ade Lia Damayanti, Hemalia Deddy Suryana Didi Suherdi Dzul Rachman, Dzul Eisha Sabila Dieni Hanifa Erma Rahmawati Fasya Aristawidya Fauziah As’ari Fazri Nur Yusuf Fitri, Sherly Annisa Gunawan, Aninda Putri Gustine, Gin Gin Hanifa, Eisha Sabila Dieni I Putu Indra Kusuma Indra Cipta Putra Mandiri Indra Cipta Putra Mandiri Iyen Nurlaelawati Jihad Fadillah Kennisa Tazkiya Hidayah Maharani, Nabilla Martina Mulyani Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti Purnawarman, Pupung Rojab Siti Rodliyah Ruswandi, Syilva Adisty Siti Kayla Almira Minerva Sri Setyarini Sudarsono, Sudarsono M. I. Suharno Suharno Suherdi, Didi Suminar, Ririn Yunitasari, Devi