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All Journal English Education Journal Voices of English Language Education Society
Asti Gumartifa
Universitas Muhammadiyah Palembang, Indonesia
Education Languange, Linguistic, Communication & Media

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Curiosity Factors and English Language Achievements: Non-English Students Department Asti Gumartifa; Indah Windra Dwie Agustiani; Andriamella Elfarissyah
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51764

Abstract

Curiosity is fundamental in inspiring students to learn English as a foreign language. Their curiosity, on the other hand, does not exist when they are studying English. Students believe that studying English is difficult and implementing speaking skills is even more challenging. This article identifies critical points to recognize students’ curiosity in learning English language as non-English department students’ through a literature reviews. This is a descriptive study, where the researcher finds some supporting theories in term of curiousity in learning English as a foreign language. It relates to the theory that emphasis the difference among students’ curiosity in learning English. Theory and evidence are discussed in the field of psychology and pedagogy, curiosity and education, curiousity in learning, socioeconomic and curiosity. The study's conclusion is that there is no level of socio-economic difference in the curiosity possessed by a student. Curiosity serves intrinsic motivation to learn English language. Consider factors such as learning facilities; language laboratorium, English language atmosphere and environment, partners’ stimulation and feedback on student in practicing English, and socioeconomic status analysis. Therefore, curiosity is as a self-motivation for English language achievement which involves teachers and students. The findings of this study can help educators have a better understanding of how to get children to enjoy English. Teachers can provide attractive learning procedures, materials, and strategies. Students will have a high level of interest as a result of this experience of compassion.
From Watching to Speaking? Indonesian EFL Students’ Engagement with English Role-play Content on Instagram Reels Indawan Syahri; Asti Gumartifa; Amanah Nurussakinah
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.32928

Abstract

Speaking remains a persistent challenge for Indonesian EFL learners, partly because classroom instruction often provides limited opportunities for meaningful oral practice. At the same time, students’ frequent engagement with short-form social media videos, particularly Instagram Reels, offers potential exposure to authentic, contextualized spoken English. This study investigated students’ engagement with English roleplay content on Instagram Reels and its perceived contribution to EFL speaking learning. Using a qualitative descriptive design, data were collected from 32 eleventh-grade students in a bilingual class at a public senior high school through closed-ended and open-ended questionnaires. The data were analyzed using descriptive statistics and thematic analysis to identify patterns in emotional, cognitive, and behavioral engagement, as well as perceived speaking-related benefits and challenges. The findings revealed that students demonstrated strong emotional engagement, reflected in enjoyment, interest, and reduced learning pressure, and high cognitive engagement, shown through efforts to understand, remember, and notice vocabulary, pronunciation, expressions, and contextual language use. Behavioral engagement was mainly reflected in frequent viewing and imitation, while direct interaction and original content creation remained limited due to low confidence and fear of public judgment. Students perceived English roleplay Reels as helpful for improving pronunciation, vocabulary exposure, fluency awareness, tone, expression, and comfort in speaking English. However, distraction from entertainment content, time management issues, technical constraints, and limited confidence in producing videos constrained its pedagogical value. These findings suggest that Instagram Reels can serve as a supplementary speaking resource when integrated with guided imitation, structured speaking tasks, feedback, and confidence-building activities.
Co-Authors Agustiani, Indah Windra Dwie Amanah Nurussakinah ANDRIAMELLA ELFARISSYAH Indawan Syahri Nyimas Nabilah Putri Erliani