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All Journal Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan Script Journal: Journal of Linguistic and English Teaching GERVASI: Jurnal Pengabdian kepada Masyarakat Kampurui Jurnal Kesehatan Masyarakat Borneo Educational Journal (Borju) E3L : Journal of English Laguange Teaching, Linguistics and Literature Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Sunardi Sunardi
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Mulawarman
Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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An Exploration of EFL Teachers’ Perceptions and Experiences of E-Learning Implementation through the Concern-Based Adoption Model Desy Rusmawaty; Istanti Hermagustiana; Sunardi Sunardi
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1439

Abstract

Concerns-Based Adoption Model (CBAM) is a framework that can be used to guide the implementation of e-learning in educational contexts. CBAM focuses on the problems individuals have during the implementation process and helps to discover solutions to these difficulties. The objective of this study was to get an overview of EFL teachers' perspectives and practices about implementing e-learning based on the CBAM. The CBAM was employed as a model to grasp the challenges and levels of e-learning adoption among English as Foreign Language (EFL) teachers. For this study, ten EFL teachers who knew how to use e-learning participated in semi-structured interviews to provide qualitative data. The interview transcripts were subjected using the thematic analysis. According to the results of this research, some EFL teachers were early adopters of e-learning, but others have shown considerable rejection. Among the teachers' objections were technical obstacles, a lack of training, and skepticism over the effectiveness of e-learning in increasing students' language skills. The study also revealed that the CBAM was an excellent tool for identifying the issues and degrees of e-learning usage among EFL teachers. The model offers a framework for describing the stages of e-learning adoption, from awareness to regular use, and strategies to assist teachers in their adoption process. This study expands our knowledge of the opinions and experiences of EFL teachers towards implementing e-learning. The findings indicate the need to provide teachers with workshops and training to increase their usage of e-learning and enhance the efficacy of EFL teaching instruction.
Literary Flourishing in TESOL: A Conceptual Framework for Wellbeing-Oriented Literature-Based EFL Pedagogy Sunardi; Istanti Hermagustiana; Desy Rusmawaty; Noor Rachmawaty; Sirajuddin Kamal; Surjasni; Hengky
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2399

Abstract

Background: This conceptual review proposes Literary Flourishing in TESOL as an interdisciplinary framework for humanizing literature-based English language education. This article addresses the continued prevalence of instrumental TESOL paradigms, where literature is frequently relegated to supplementary reading, cultural content, or a means of vocabulary and comprehension practice. The article develops a conceptual model that positions literary engagement as a catalyst for human flourishing and linguistic development, drawing on a range of disciplines including positive psychology, wellbeing education, and narrative theory. Methodology: The proposed PERMA-LIGHT model expands on the PERMA dimensions of wellbeing, which include positive emotion, engagement, relationships, meaning, and accomplishment, by incorporating literary, humanistic, and transformative dimensions such as literary empathy, identity formation, global and intercultural understanding, humanistic growth, and transformative reflection. The article also outlines WOLBEP, or Wellbeing-Oriented Literature-Based EFL Pedagogy, as a pedagogical framework comprising emotional engagement, narrative immersion, reflective meaning-making, dialogic interaction, transformative response, and flourishing reflection. Findings: The review asserts that literature-based TESOL can foster linguistic competence, emotional wellbeing, empathy, identity formation, resilience, intercultural understanding, and reflective agency. The article provides a model for curriculum design, literature-based pedagogy, teacher education, and future research on language education that fosters flourishing. Conclusion: The review concludes that literature-based TESOL should be repositioned from a supplementary language resource to a wellbeing-oriented pedagogy that develops linguistic competence alongside empathy, identity formation, intercultural understanding, and reflective growth. Originality: The originality of this article lies in proposing Literary Flourishing in TESOL and operationalising it through the PERMA-LIGHT model and WOLBEP framework, which integrate wellbeing, literary pedagogy, and transformative learning into a unified conceptual approach.
Co-Authors A.K. Amarullah Ananda Hardianti Qamara Bibit Suhatmady Chandra Arya Pranata Desy Rusmawati Fitri Setyani Hengky I Gusti Ngurah Darmawan ilham abu Ilham Abu Istanti Hermagustiana Muhammad Rifaidi Muhammad Sultan Muhlis Muhlis Nada Zahro Afifah Noor Rachmawaty Ridwan Ridwan Rusnah Rusnah Sirajuddin Kamal Surjasni Susilo Sutrisno Sutrisno Sutrisno Talitha Rahmawati Lahay Tony Nurmawan