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All Journal Voices of English Language Education Society Journal of Innovation in Educational and Cultural Research
Fazri Nur Yusuf
Universitas Pendidikan Indonesia, Indonesia
Education Languange, Linguistic, Communication & Media

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Promoting Pre-service Teachers’ Critical Intercultural Awareness using Problem-based learning Ratna Andhika Mahaputri; Misdi Misdi; Fazri Nur Yusuf; Azlina Abdul Aziz
Journal of Innovation in Educational and Cultural Research Vol 5, No 1 (2024)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v5i1.960

Abstract

Promoting ICC has been discussed widely in the EFL context as one of the goals of foreign language learning. The present study explores implementing online problem-based learning (PBL) in an EFL classroom to promote critical intercultural awareness (CIA) in a teacher education context. The participants were 40 pre-service teachers who enrolled in Intercultural communication subjects for the semester. Drawing upon the PBL approach in teaching intercultural communication, the study deployed action research (AR) where participants engaged in the four phases: planning, acting, observing, and evaluating. Data were gathered through a series of guided observations and a written interview. The findings showed that the learners' capacity to be aware of cultural differences can be promoted by incorporating problem-based learning. In this sense, the learners develop their critical thinking regarding encountering a wide range of cultural diversity to promote CIA. In addition, PBL successfully enables pre-service teachers to be critically aware of intercultural issues and make meaningful reflections on their own culture and other people's cultures. This study contributes to teacher education by preparing EFL teachers to develop one of the aspects of Intercultural Competence.
Tracing Input Use Across Integrated EFL Assessment: Relationships Between Receptive and Productive Performance Hira Maryana; Fazri Nur Yusuf; Lulu Laela Amalia
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34796

Abstract

Although integrated-skills assessment more closely reflects real-world communication than discrete-skill testing, limited evidence explains how receptive and productive performances are related in Indonesian secondary EFL classrooms. This convergent mixed-methods study examined associations between listening and reading performance and writing and speaking performance and explored how learners used input during integrated assessment. Participants were 128 tenth-grade students from four intact classes at an Indonesian senior high school. They completed listening–writing, reading–writing, and reading–writing–speaking tasks, followed by reflective questionnaires; classroom observations provided additional qualitative evidence. As receptive and productive scores were non-normally distributed, Spearman’s rho was used, while qualitative data were thematically analyzed and merged with the correlations. Overall receptive and productive performance showed a very strong positive association (ρ = .949, p < .001). All skill-pair correlations were significant: listening–writing (ρ = .658), listening–speaking (ρ = .707), reading–writing (ρ = .836), and reading–speaking (ρ = .800), all p < .001. Qualitative findings explained these patterns: students reused source ideas, vocabulary, and organizational cues in written and oral responses, treated listening input as pronunciation and dialogue models, and used notes to retain and transform information. Reading was perceived as particularly useful for writing, whereas listening was more useful for speaking. These findings indicate interdependence, not causality, between receptive and productive performance. They show that integrated tasks can provide ecologically meaningful evidence of learners’ comprehension-to-production processes and support their use in secondary EFL assessment. Future validation research should separate associations generated by shared task content from those reflecting broader language proficiency.
Co-Authors Azlina Abdul Aziz Hira Maryana Lulu Laela Amalia Misdi Ratna Andhika Mahaputri