Article Per Year (5 Year)
p-Index From 2021 - 2026
1.037
P-Index
This Author published in this journals
All Journal PREMISE: Journal of English Education and Applied Linguistics JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Journal on English as a Foreign Language (JEFL)
Teguh Sulistyo
Department Of English Education, Universitas PGRI Kanjuruhan Malang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Leveraging technology-speaking tasks to promote Indonesian EFL students' communicative performance Oktavia Widiastuti; Teguh Sulistyo; Saiful Marhaban
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.147

Abstract

This study investigates the effects of technology-enhanced speaking tasks on the communicative performance of intermediate-level Indonesian EFL students. Inspired by González-Lloret and Ortega’s (2014) framework on technology-mediated tasks, technology-enhanced speaking tasks were created and applied across YouTube video-making tasks. Participants in this study were 40 students of English majors enrolled in a speaking course. They were recruited for a mixed-method study combining pre-experimental and survey designs. The video task analytics, as well as the pretest and posttest scores, provided quantitative data. The students’ questionnaires and interviews, which explored their perceptions of using technology-enhanced speaking tasks, constituted the qualitative data. The findings showed that when teachers employed technology to support learning, students’ communicative performance, as well as their ability to use English in face-to-face, online, and real-world interactions, increased significantly, covering fluency, accuracy, and complexity. According to student experiences, communicative performance and self-efficacy are motivational factors that, when fostered in an online classroom environment, inspire students to try out language creatively. They enhanced their digital literacy and collaborative learning opportunities, thereby increasing confidence in spontaneous speech production and reducing anxiety when engaging in oral communication tasks. The use of digital video-based activities promotes sustainable educational innovation by enhancing students’ communicative competence, digital literacy, and readiness for real-world communication.
THE EFFECT OF DIFFERENTIATED LEARNING ON EFL ACHIEVEMENT: A META-ANALYSIS Shalsa Aledya Putri; Mujiono Mujiono; Teguh Sulistyo
Premise: Journal of English Education and Applied Linguistics Vol. 14 No. 3 (2025): 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.v14i3.12703

Abstract

The present meta-analysis explored the effects of differentiated learning on EFL learners' achievements, examining the impact of various moderating factors․ The study synthesized eight experimental studies (2014–2025), adhering to PRISMA guidelines, and found that differentiated Instruction had a large, statistically significant effect on English achievement (Hedges' g = 1․92)․ Overall effect sizes were evaluated, and moderator analyses were applied to assess variation by educational level, language-learning target, and geographical region․ The study revealed that learners at the primary level demonstrated greater gains in English achievement than their secondary-level peers, suggesting age-related responsiveness to differentiated instruction․ The study showed that those who learned reading and writing skills improved more than those who learned general English language learning․ The findings indicate that differentiated learning can be aligned with learners' needs and characteristics to make the teaching–learning procedure more personalized and interactive․ This study, therefore, favors more research into finding how best differentiated learning can be implemented in different educational domains․
Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement Teguh Sulistyo; Oktavia Widiastuti; Siti Mafulah; Yunita Puspitasari; Tim Holland
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1099

Abstract

Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.
Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning? Annur Rofiq; Utami Widiati; Teguh Sulistyo; Yunita Puspitasari
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7821

Abstract

Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers
Co-Authors Annur Rofiq Mafulah, Siti Mujiono Mujiono Oktavia Widiastuti Oktavia Widiastuti Saiful Marhaban Shalsa Aledya Putri Tim Holland Utami Widiati Yunita Puspitasari Yunita Puspitasari