Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of English Teaching and Applied Linguistics (JETAL) J-REaLL
Estiningtyas Sholikhah
Universitas Muhammadiyah Brebes
Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Performing English online: The use of Instagram Reels for developing basic speaking and multimodal awareness Fitrilya Anjarsari; Estiningtyas Sholikhah
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24666

Abstract

Growing use of short-form video platforms has transformed how undergraduates encounter English, yet classroom speaking tasks rarely exploit these multimodal, audience-oriented spaces. Previous EFL studies on TikTok and Instagram report higher motivation but give limited accounts of how learners coordinate gesture, on-screen text, and voice, and rarely link this to gains in speaking performance. This study addresses that gap by examining how Instagram Reels-based storytelling tasks support basic speaking development and multimodal awareness in a first-year EFL class. Using a classroom-based mixed-methods design, the research involved 38 undergraduates in a Speaking course. Students completed three Instagram Reels narrative tasks alongside in-class speaking activities. Data comprised speaking tests rated with an analytic rubric, 114 student videos analysed through multimodal discourse analysis, and reflective journals plus interviews. Quantitative results show a moderate increase in speaking scores (mean gain 1.1/5), with the largest improvements in fluency and discourse management. Multimodal analysis indicates a shift from static monologues to more coordinated use of gaze, framing, and captioning aligned with spoken content. Learners reported that opportunities to rehearse, edit, and address an imagined online audience reduced anxiety and encouraged more extended speech. The study is limited by its single-institution context, modest sample, and reliance on researcher-designed rubrics, constraining generalizability. Nevertheless, it offers practical implications for integrating short-form video as a multiliteracies-oriented task in speaking syllabi and highlights the need for guidelines on ethics, privacy, and assessment. Future research could compare alternative platforms, incorporate peer feedback, and track impacts on EFL learners’ identities as English users.
ENHANCING ENGLISH FOR NETWORKING, PRESENTATION, AND COLLABORATION (ENPC) COMPETENCIES THROUGH AN INTERNATIONAL VISITING LECTURE: A DESCRIPTIVE REFLECTIVE CASE STUDY Ela Kristi Permatasari; Dawit Dibekulu; Lutfiana Lutfiana; Zaky Dzulhiza Hawin Amalia; Estiningtyas Sholikhah; Ryan Fitrian Pahlevi
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2152

Abstract

English language education in higher education increasingly emphasizes authentic and competency-based learning to prepare students for global academic and professional communication. Within this context, international visiting lectures are often positioned as part of internalization at home initiatives that provide intercultural exposure without physical mobility. This study aims to document and examine the implementation of an international visiting lecture entitled “Beyond the Classroom: English for Networking, Presentation, and Collaboration” and to explore how such an activity supports the development of English for Networking, Presentation, and Collaboration (ENPC) competencies among undergraduate English Education students at Universitas Muhammadiyah Brebes. Adopting a descriptive reflective case study design, qualitative data were collected from 47 participants through online survey responses, individual reflection logs, and selected student produced learning artifacts. The data were analyzed thematically and triangulated across sources to identify recurring patterns in participants’ experiences and perceived learning outcomes. The findings indicate that students reported increased awareness and confidence in using English for networking, presentation, and collaborative communication, alongside heightened intercultural awareness and learning motivation. Reflection narratives and learning artifacts further suggest that participants began to view English less as a classroom subject and more as a practical lingua franca for academic and professional interaction. Challenges related to varied English proficiency levels and limited opportunities for sustained collaboration were also identified. Overall, this study suggests that a well-structured international visiting lecture can serve as a pedagogically meaningful learning experience that supports competency-oriented English instruction and contributes to internationalization at home practices in non-Anglophone higher education contexts, while acknowledging the contextual and descriptive scope of the case study.
Co-Authors Dawit Dibekulu Ela Kristi Permatasari Fitrilya Anjarsari Lutfiana Lutfiana Ryan Fitrian Pahlevi Zaky Dzulhiza Hawin Amalia