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All Journal Foremost Journal Abdimas Indonesian Journal Conscientia Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Kamila, Fatima
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Religion Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : foremost journal

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Triangulating Critical Reading: A Comparative Study of Written, Visual, and Oral Assessments in an EFL Context Kamila, Fatima; Pelawi, Rinawati
Foremost Journal Vol. 6 No. 2 (2025): Volume 6 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v6i2.7729

Abstract

Critical reading is a vital skill for tertiary EFL learners, as it helps develop deeper understanding and analytical thinking. However, most assessment practices still rely heavily on paper-based tests that primarily measure comprehension in a limited way, leaving a gap in understanding how students demonstrate critical reading through alternative methods. This study investigates how tertiary-level EFL students demonstrate critical reading through three assessment formats: a written paper-based test, a visual concept map, and an oral BookTalk presentation. Drawing on descriptive data from ten English Literature students enrolled in a Critical Reading course, the study compares performance across these modalities to understand how each format supports different dimensions of critical reading. Findings show that while paper-based assessments effectively measure basic comprehension, visual and oral tasks better reveal skills such as synthesis, interpretation, and personal response. Students who performed moderately on written tests often improved significantly in the visual and oral tasks, suggesting that multimodal assessments better capture learners’ critical engagement. The results underscore the value of integrating varied assessment types to form a more comprehensive and equitable understanding of student learning. By including visual and oral formats, educators can support a wider range of learner strengths and foster deeper interaction with texts. This study contributes to expanding assessment practices in tertiary EFL contexts by highlighting the potential of alternative formats in developing students’ critical reading skills.
English Language Acquisition in Deaf Learners with Hearing Parents and Hearing Learners with Deaf Parents Dafi, Muhammad Arkan; Khairan, Muhammad; Ajeng, Ananda; Najwa, Najwa; Yuli, Erly Mulfias; Kamila, Fatima
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8287

Abstract

Early language access plays a decisive role in shaping communicative competence and motivational dispositions in English as a Foreign Language (EFL) learning. Within deaf education contexts, differences in linguistic environments often result in unequal opportunities to develop confidence and willingness to engage in communication. Framed by Surdo-glottodidactics, this paper offers a qualitative documentary-based comparative analysis of deaf learners with hearing parents and hearing learners who are Children of Deaf Adults (CODAs). Drawing on interdisciplinary literature in deaf studies, bilingualism, and second language acquisition, the analysis highlights how parental support interacts with the timing and accessibility of language exposure to influence learners’ Willingness to Communicate (WTC). The findings suggest that early and visually accessible language input, particularly sign language during the first six months of life, provides a crucial linguistic foundation for deaf learners. In contrast, CODAs benefit from a “bimodal advantage” through continuous exposure to both signed and spoken languages, fostering higher communicative confidence. This study concludes that parental facilitation as a primary catalyst for communicative success and ensuring coordination between home and school is crucial to sustain consistent vocabulary exposure.
Co-Authors Ajeng, Ananda Dafi, Muhammad Arkan Dian Nur Endah Duwi Purwandari, Junita Dwi Purwandari, Junita Khairan, Muhammad Mulfias Yuli, Ery Najwa Najwa Pelawi, Rinawati Purwandari, Junita Duwi YULI, ERLY MULFIAS