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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Voices of English Language Education Society ELITE Journal: Journal of English Linguistics, Literature, and Education ASEAN Journal of Community Engagement Journal of Social Science Education and Linguistics Knowledge Journal (Edulink) Teaching and Learning Journal of Mandalika (Teacher) Journal of English Language and Education Journal Corner of Education, Linguistics, and Literature JURNAL ILMIAH GLOBAL EDUCATION Journal of Social Science EDUJ : English Education Journal Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) ETERNAL: English Teaching Journal LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Ahmad Heki Sujiatmoko
Universitas Negeri Malang
Religion Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Beyond Traditional Listening Instruction: A Mixed-Methods Study on the Impact of VOA Learning English on EFL Learners’ Motivation and Listening Proficiency Arif Eko Wahyudi; Bachtiar Bachtiar; Ahmad Heki Sujiatmoko
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2564

Abstract

Grounded in Self-Determination Theory (SDT), which identifies autonomy, competence, and relatedness as core drivers of intrinsic motivation, this study examines the effectiveness of VOA Learning English in enhancing EFL learners’ listening comprehension and motivation. A sequential explanatory mixed-methods design was employed, combining a quasi-experimental pre-test and post-test control group design with semi-structured interviews. Seventy tenth-grade students from a public senior high school in Anambas Regency, Indonesia, were assigned to either an experimental group using VOA Learning English or a control group receiving conventional instruction; six students were purposefully selected for the qualitative phase. Results showed that the experimental group achieved a significantly greater improvement in listening comprehension (pre-test M = 44.00; post-test M = 76.00) than the control group, supported by statistically significant between-group differences (t = -3.077, p = .003). Motivation scores were also uniformly high (M = 4.28), spanning intrinsic, extrinsic, integrative, and instrumental dimensions. Qualitatively, students across all proficiency levels reported positive learning experiences, citing the transcript and replay features as particularly effective scaffolding tools. These findings indicate that VOA Learning English is a pedagogically sound and inclusive instructional tool, with implications for the broader integration of mobile-assisted platforms into EFL curricula.
PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES-INFORMED LANGUAGE TEACHING Wahyudi, M. Dicky Indra; Suharyadi, Suharyadi; Sujiatmoko, Ahmad Heki
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8796

Abstract

This study explores pre-service English teachers’ perceptions of Global Englishes-informed language teaching within a teacher education context. Drawing on a quantitative survey design, the study examines three key dimensions: attitudes, confidence, and intentions toward the pedagogical application of Global Englishes. The participants were students enrolled in a master’s degree program in English education. Data were collected using a structured questionnaire and analyzed using descriptive statistics. The findings indicate that participants generally demonstrate positive attitudes toward Global Englishes. However, their confidence in applying its principles was comparatively lower than their attitudes and intentions. The results also suggest that prior exposure to different forms of English, such as through media and interaction, may be associated with more flexible perceptions of English use. This study provides exploratory insights into how pre-service teachers conceptualize Global Englishes and its relevance for teaching. The findings highlight the importance of addressing not only attitudes but also confidence and pedagogical readiness in teacher education programs. These results may inform future research and contribute to ongoing discussions on Global Englishes-informed pedagogy in English language teaching.
Co-Authors Abin, Najmi Jailani Adyatma, Adham Amirul Mustofa Arif Eko Wahyudi Bachtiar Bachtiar Didik Sugeng Widiarto Edi Suharyadi Elvira Rasyida MR Elvira Rasyida MR Hadun, Leonarda Noventalia Tude Herditya Wahyu Widodo Kukuh Prayitno Subagyo Lestari Setyowati Mardhatillah, Mardhatillah Mochamad Nasrul Chotib MR, Elvira Rasyida Mulyanto Mulyanto Mulyanto Mulyanto Namaziandost, Ehsan Nova Ariani Nunung Suryati Nur Mukminatien Nurenzia Yannuar P., Juanita Maharani Q. Z., Gizka Namira Sari Karmina Shelley Salsabila Nanda Puspita Sri Rachmajanti Suhartawan, Vina Vania Ubaidillah, M. Faruq Utami Widiati Wahyudi, M. Dicky Indra Waradani, Indira Rizqita Widya Rizky Pratiwi, Widya Rizky Wijayanti, Sheirly Octaviantoro Ayu Zesshreena Hatiza