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All Journal KEMBARA Langkawi: Journal of The Association for Arabic and English JEELS (Journal of English Education and Linguistics Studies) Al Lughawiyaat
Yang, Chen Ching
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Education Languange, Linguistic, Communication & Media

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EFL Students' Practices of Self-Regulated Language Learning in Speaking Halim, Abdul; Atikah, Dewi; Yang, Chen Ching; Rahayu, Sri
Langkawi: Journal of The Association for Arabic and English Vol 9, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5482

Abstract

This study investigates the self-regulation strategies employed by English as a Foreign Language (EFL) students to augment their speaking proficiency. Grounded in Bandura's social cognitive theory and Zimmerman's metacognitive approach, this research adopted a case study research design to capture the essence of participants' experiences. Findings revealed a diverse array of highly effective self-regulation strategies, including reading practice, video consumption, engaging in speaking exercises, writing tasks, note-taking, listening to English content, and maintaining a healthy lifestyle. Reading practice emerges as a foundational strategy. Its emergence allows students to expand their vocabulary, develop critical thinking skills, and broaden their perspectives. Watching videos is a potent tool for language development, enabling students to acquire new vocabulary, refine pronunciation, and observe effective body language. Speaking practice provides a platform for students to apply their knowledge in verbal communication, resulting in enhanced vocabulary retention, pronunciation, and body language skills. These strategies empowered students to expand vocabulary, develop critical thinking skills, refine pronunciation, and enhance body language. The study aligns with prior research and offers a comprehensive framework for EFL learners to optimize their language acquisition process. Pedagogically, the identified strategies provide educators, curriculum designers, and policymakers in English Language Teaching (ELT) with valuable insights to create learner-centered environments. By integrating these strategies, educators can foster independent, motivated learners, curriculum designers can embed effective self-regulation techniques, and policymakers can advocate for learner-centered approaches. This integration can potentially revolutionize ELT, producing empowered, independent learners poised for success in language acquisition and lifelong learning endeavors.
Voices in the Classroom: Unraveling the Impact of Teacher Beliefs on Speaking Skills Halim, Abdul; Yang, Chen Ching; Nasril, Nasril
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.4164

Abstract

Focusing on teacher beliefs in language instruction, this research explores their nuanced influence on speaking classes. By examining teacher reflections and students' experiences, the study reveals a multifaceted process wherein educators employ innovative techniques to foster critical thinking and active participation. The findings emphasize the transformative potential of teacher-student interactions, underscoring the importance of recognizing and leveraging these beliefs for more effective language instruction. Keywords: Teacher belief, Speaking skill, Reflective practice, Student centered-learning
Examining the contribution of YouTube and TikTok to elementary students’ public speaking skills Lelelangan, Herfika; Sari, Harmita; Junaidi, Junaidi; Yang, Chen Ching
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.43753

Abstract

The rapid development of digital technology has transformed students’ learning behaviors and increased the use of social media platforms in educational contexts. This study aimed to examine the contribution of YouTube use, TikTok use, listening skills, and practical exercises to elementary school students’ public speaking abilities in digital learning environments. This research employed a quantitative explanatory design using Structural Equation Modeling (SEM). The participants consisted of 120 elementary school students in Bandung, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using SPSS and AMOS software through Confirmatory Factor Analysis (CFA) and SEM analysis. The findings revealed that all proposed variables positively and significantly contributed to students’ public speaking abilities. Among the variables, practical exercises demonstrated the strongest contribution, followed by TikTok use, YouTube use, and listening skills. The results indicate that audiovisual social media platforms and communication-oriented learning activities can support students’ confidence, fluency, and communication performance in speaking activities. This study contributes to digital learning and communication pedagogy by providing empirical evidence regarding the structural relationships among social media use, listening skills, practical exercises, and public speaking development among elementary school students. The findings also suggest that YouTube and TikTok can be integrated into communication-oriented learning activities to create more engaging and interactive speaking experiences for young learners.
Gamified English learning and students’ spiritual learning behavior: Roles of Wayground use, enjoyment, and interest Rahmadana; Sari, Harmita; Wahyono, Edi; Yang, Chen Ching
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.8027

Abstract

Learning success in gamification era is no longer determined solely by technology, but also by crisis or strength of students’ spiritual learning behavior. This study examines students’ moral-spiritual learning behavior in digital English learning by investigating the effects of Wayground use and Perceived Ease of Use (PEOU), with learning enjoyment and student interest as mediating variables. Although gamified digital platforms have been widely implemented in English language instruction, maintaining students’ consistent and value-oriented learning behavior remains challenging, particularly in vocational education contexts. This study employed a quantitative cross-sectional design using Structural Equation Modeling (SEM). Data were collected through a structured questionnaire administered to one hundred and fifty Indonesian vocational high school students who had experience using Wayground or Quizizz. The findings indicate that Wayground use significantly influences learning enjoyment, student interest, and moral-spiritual learning behavior. In contrast, PEOU does not directly affect moral-spiritual learning behavior, although it significantly predicts learning enjoyment. The results also demonstrate that learning enjoyment and student interest mediate the relationship between Wayground use and moral-spiritual learning behavior. These findings suggest that successful digital English learning is shaped not only by technological usability but also by students’ emotional engagement and internalized values. This study highlights the importance of affective factors in strengthening students’ moral-spiritual learning behavior in gamified English learning environments.
Co-Authors A Halim Atikah, Dewi Harmita Sari, Harmita Junaidi Junaidi Lelelangan, Herfika Nasril, Nasril Rahmadana SRI RAHAYU Wahyono, Edi