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All Journal Journal of English Language and Education Ahlussunnah: Journal of Islamic Education
Nora, Wiwit Engrina
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Other

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Toward a Hybrid Behavioristic–Humanistic Framework for Islamic EFL Pedagogy: A Conceptual Literature Review Nora, Wiwit Engrina; Aprison, Wedra
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.474

Abstract

English as a Foreign Language (EFL) pedagogy continues to evolve amid rapid digital transformation and shifting educational priorities. Classic learning theories such as behaviorism and humanism remain influential, yet they have traditionally been treated as competing paradigms rather than complementary foundations for instructional design. This conceptual literature review explores the theoretical duality between behavioristic and humanistic approaches in EFL learning and examines their intersection with Islamic educational philosophy. A systematic content analysis of recent scholarly publications (2019–2024) was conducted using thematic coding procedures to identify convergence, divergence, and emerging hybrid models. The findings reveal that behaviorism contributes significantly to linguistic accuracy, controlled practice, and measurable performance, whereas humanism supports intrinsic motivation, communicative confidence, and socio-emotional well-being. Increasingly, modern EFL classrooms, particularly digital and AI-assisted environments implicitly combine structured reinforcement with learner-centered engagement. Islamic pedagogy, through concepts such as ta’dib, tarbiyah, tikrar, and tadabbur, historically balances discipline and holistic growth, demonstrating strong alignment with an integrated theoretical stance. The study proposes a Hybrid Behavioristic–Humanistic EFL Pedagogical Framework emphasizing balanced development of accuracy and fluency grounded in ethical and cultural values. This framework advances theoretical discourse, offers practical guidance for EFL practitioners, and highlights implications for Islamic education settings. Future empirical studies are encouraged to validate and operationalize the model in real classroom contexts.
The Correlation Between Students’ Vocabulary Mastery and Metacoginitive Reading Strategies on Students’ Critical Reading Ability Nora, Wiwit Engrina; Utari, Zeli; Rahmayuni, Sisri; Arifmiboy, Arifmiboy
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1820

Abstract

This study investigated how Vocabulary Mastery (VM) and Metacognitive Reading Strategies (MRS) worked together to shape students’ Critical Reading Ability (CRA) in an EFL setting—a relationship that had rarely been examined in combination. Critical reading was widely acknowledged as essential for academic success, yet many learners still faced difficulties due to limited lexical knowledge and the lack of strategic awareness needed to manage their reading processes. Using a quantitative correlational design, data were obtained from 30 ninth-grade students through a vocabulary test, the MARSI questionnaire, and a critical reading test. All instruments had undergone expert validation, pilot testing, and reliability checks. The descriptive findings showed that students demonstrated moderate levels of vocabulary mastery, metacognitive strategy use, and critical reading skills. Correlation analysis revealed strong positive relationships among the variables, with MRS showing the strongest association with CRA (r = 0.89). Regression results indicated that the overall model significantly predicted critical reading performance (R² = 0.811, p 0.001). While vocabulary mastery contributed to understanding, it did not remain a significant predictor when paired with metacognitive strategies. These findings suggested that strategic self-regulation played a more crucial role in enabling learners to interpret, evaluate, and respond critically to texts.
Co-Authors Arifmiboy, Arifmiboy Rahmayuni, Sisri Utari, Zeli Wedra Aprison