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All Journal Jurnal Pemberdayaan Masyarakat International Journal of Educational Qualitative Quantitative Research
Hussain, Turab
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Education Social Sciences Other

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Integrating Indonesian Local Wisdom into Tertiary EFL Writing Instruction: Practices, Challenges, and Opportunities Siahaan, Safnidar; Saputro, Isnaini Eddy; Arriyani, Nurfisi; Lestari, Sri; Hussain, Turab
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.391

Abstract

This study was initiated to support English as a Foreign Language (EFL) lecturers in enhancing culturally responsive writing instruction by integrating elements of Indonesian local wisdom. Recognizing the need to strengthen students’ cultural identity and moral values through language learning, this initiative aimed to explore current practices, benefits, and challenges faced by lecturers in embedding local content into academic writing tasks. A qualitative-descriptive approach was employed, with data collected through a questionnaire completed by 30 English as a Foreign Language (EFL) lecturers from various Indonesian universities. Findings revealed that a majority of lecturers incorporate proverbs, folktales, traditional events, and cultural values, primarily through descriptive, narrative, and argumentative essays. These practices not only improve students’ linguistic and cognitive skills but also foster reflective thinking and cultural pride. However, lecturers reported several challenges, including limited resources, curriculum constraints, and lack of professional training. The results promote a more localized and meaningful approach to EFL writing instruction, empowering both educators and learners to preserve and reflect on Indonesia’s rich cultural heritage. Moreover, this study contributes to the broader discourse on decolonizing EFL curricula and offers a replicable model for culturally sustaining pedagogy in other multilingual, multicultural contexts.
Technology-Driven Interaction and English Language Learning Outcomes: The Mediating Effects of Engagement and Motivation Hussain, Turab; Wilany, Eka; Putri, Aulia; Ria, Tiara Nove; Manuhutu, Natalia
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 2 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i2.161

Abstract

In the digital era, English language education is undergoing a profound transformation from traditional classrooms to smart learning environments driven by technology-based interaction. Understanding how technology-driven interaction (TDI) influences students’ learning success has become crucial in optimizing the effectiveness of modern English education. This study aimed to examine the direct and indirect effects of TDI on self-reported English learning outcomes (OUT) through the mediating roles of student engagement (ENG) and motivation (MOT). Using a quantitative design, data were collected from 300 English language learners in Pakistan and Indonesia through a structured online questionnaire and analyzed using structural equation modeling. The results revealed that TDI had a significant positive impact on both ENG and MOT, which in turn strongly influenced OUT. Moreover, both ENG and MOT significantly mediated the relationship between TDI and OUT, indicating that technology enhances learning outcomes primarily by increasing students’ engagement and motivation. These findings support theoretical frameworks such as Self-Determination Theory and the Community of Inquiry model, emphasizing the psychological mechanisms linking technology use to learning success. This study contributes to the growing body of research on technology-enhanced language learning by proposing a dual mediation model that explains how digital interaction translates into measurable academic achievement. Practically, the findings highlight the need to design technology-based English learning systems that foster engagement, sustain motivation, and enhance meaningful learning outcomes in smart educational environments.
Co-Authors Arriyani, Nurfisi Aulia Putri Eka Wilany Manuhutu, Natalia Safnidar Siahaan, Safnidar Saputro, Isnaini Eddy Sri Lestari Tiara Nove Ria