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p-Index From 2021 - 2026
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This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching Journal of Childhood Development GLENS: Global English Insights Journal
Nofvia De Vega
Universitas Borneo Tarakan, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Role-playing Method for Language Development in Elementary School Muh. Zuhdy Hamzah; Nofvia De Vega; Rahayu; S. Sumihatul Ummah MS; Petrus Jacob Pattiasina
Journal of Childhood Development Vol. 3 No. 2 (2023): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v3i2.3799

Abstract

This study aims to explore and analyze the use of the role-playing method as a means of children's language development in primary schools. The study examined the impact of the role-playing method in improving speaking skills in children aged 6-8 years. In the study a qualitative research methodology. the research design was devised by selecting relevant participants, such as elementary school students and teachers involved in learning role-playing at State Elementary School 3 Pardasuka. The results showed that the role-playing method significantly contributed to children's language development in elementary schools. Active participation and social interaction in role-playing activities help improve children's speaking skills by being more confident and expressive. In addition, children develop better listening skills by acting as active listeners. The content analysis results showed improved vocabulary and understanding of language concepts through the role-play experience. It is hoped that the results of this study can contribute to developing more effective and enjoyable learning methods in supporting children's language development in primary schools
Social Presence And Academic Interaction In Online English Learning: Perspectives Of Teachers And Students In Two Public University Contexts Sahril Nur; Nofvia De Vega
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53803

Abstract

This study investigates the influence of social presence on online learning in Indonesian bachelor's degree programs. The objective is to identify effective strategies for enhancing students' online learning experiences by promoting social presence. Data was collected through 20 semi-structured interviews and 269 online surveys, analyzing qualitative and quantitative information. The findings highlight a significant positive relationship between social presence, engagement, happiness, and academic success in online courses. Notably, increasing one unit of social presence leads to a remarkable 10.28-point improvement in academic achievement. These results emphasize the importance of prioritizing interaction, collaboration, and community building in the online learning environment. Policymakers and educators can utilize these insights to design effective online courses tailored to bachelor's degree students' unique needs. By incorporating strategies that foster social presence and create a sense of belonging, educators can enhance students' engagement, satisfaction, and overall learning experiences. Therefore, this research underscores the significance of social presence in online learning and provides valuable insights to improve students' academic achievements and online learning experiences.
Mobile Language Learning Engagement Profiles Among Indonesian Border-Region EFL Undergraduates Nofvia De Vega; Suyadi Suyadi; Jhoni Eppendi
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.656

Abstract

Although mobile-assisted language learning (MALL) has become a widely recommended pedagogical approach in EFL higher education, how engagement profiles vary across developmental stages proposed by the iMOLA framework remains poorly understood. This cross-sectional study examined iMOLA Scale data from 250 EFL undergraduates at Universitas Borneo Tarakan using k-means cluster analysis to identify naturally occurring engagement profiles across six subscales (Understanding, Exploring, Integrating, Collaborating, Innovating, Creating). Three profiles emerged: an Early-Stage profile (n = 87, 34.8%) showing a steep decline from Understanding through upper stages; a Mid-Stage profile (n = 116, 46.4%) peaking at Integrating (M = 27.46) and dropping sharply thereafter; and an Advanced-Stage profile (n = 47, 18.8%) maintaining elevated scores across all six stages. Profile shapes are described from cluster centroids without inferential tests on the clustering variables, avoiding tautological comparison. Years of digital learning experience and number of mobile applications used did not significantly predict overall iMOLA engagement, while internet access quality showed a modest association with profile membership. Findings suggest that deeper MALL engagement is best understood as a multidimensional profile of MALL engagement rather than a binary outcome, with implications for diagnostic, profile-based curriculum design in border-region Indonesian EFL contexts.
Co-Authors Jhoni Eppendi Muh. Zuhdy Hamzah Petrus Jacob Pattiasina Rahayu S. Sumihatul Ummah MS Sahril Nur Suyadi Suyadi