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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP English Review: Journal of English Education
Hamzah Puadi Ilyas
Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Oral Presentations as Catalysts for Critical Thinking: Indonesian EFL Students’ Perceptions Hamzah Puadi Ilyas; Istaryatiningtias Istaryatiningtias
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.16823

Abstract

Critical thinking is a core competency in higher education, especially in EFL contexts where students must engage both linguistically and cognitively. This study investigates how oral presentations function as catalysts for critical thinking among Indonesian EFL undergraduates. Guided by an interpretive phenomenological approach, data were collected from 13 English education majors through reflective journals and semi-structured interviews and analyzed using Braun and Clarke’s thematic framework. One salient finding shows that students strengthened analytical reasoning and reflective judgment through both individual and collaborative presentation practices.  Four themes emerged: presentations triggered analytical reasoning, fostered reflective learning, enhanced confidence, and revealed contrasts between individual and group tasks. These findings illustrate that oral presentations provided authentic opportunities for students to analyze information, evaluate arguments, and engage in collaborative reasoning. The study thus offers empirical evidence that classroom presentations can foster sustained cognitive engagement when accompanied by structured reflection.  The study demonstrates that oral presentation tasks can effectively promote students’ intellectual engagement, and it contributes to EFL pedagogy by underscoring the role of reflection, scaffolding, and balanced task design in enhancing critical thinking within oral presentation courses. It suggests that incorporating structured reflection and guided feedback into public speaking classes can strengthen both linguistic performance and cognitive growth.
LEARNING TOGETHER, THINKING DEEPER: ONLINE PEER ASSESSMENT AND THE DEVELOPMENT OF LEARNER AUTONOMY IN AN INDONESIAN EFL WRITING CLASS Silih Warni; Tri Wintolo Apoko; Ji Hye Jaime Chung; Hamzah Puadi Ilyas
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.199

Abstract

Online peer assessment is one of the strategies in authentic assessments in English class. However, few studies investigate the impacts of online peer assessment to foster EFL learner autonomy for writing class in higher education context. This study aims to explore online peer assessment on the promotion of learner autonomy in an EFL writing class. Drawing on Cotterall's (1995) learner autonomy dimensions, the research employed a qualitative design using semi-structured interviews with six participants selected purposefully and classroom observations of 22 undergraduate students enrolled in an English writing class at a reputable private university in Eastern Jakarta. The study employed Braun & Clarke's (2006) thematic analysis framework to analyze the data. The findings revealed that online peer assessment positively impacted five key aspects of learner autonomy: students’ perceptions of the teacher’s role, goal-setting behavior, responsibility for learning processes, use of learning strategies, and capacity for self-evaluation. Additionally, online peer assessment served as a motivational catalyst, enhancing students’ engagement and confidence in writing. Online peer assessment also enhanced deep learning by guiding students beyond surface corrections toward analysis, synthesis, and evaluation, fostering reflective practices, higher-order thinking, stronger writing strategies, and long-term knowledge retention. Implications for practice and future research are also discussed.
Co-Authors Istaryatiningtias Istaryatiningtias Ji Hye Jaime Chung Silih Warni Tri Wintolo Apoko