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All Journal JELL (Journal of English Language Learning
Fitria Aprilia
Universitas Sriwijaya
Humanities Education Languange, Linguistic, Communication & Media

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Empowering Learner Soft Skills in Digital Teaching: A Study of Teacher Perspectives Yentri Anggeraini; Fitria Aprilia; Muhammad Yazir; Lianasari; Nopa Yusnilita
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.17000

Abstract

The necessity of soft skills for digital native learners is paramount, underscoring the urgency of integrating them into pedagogical processes to equip students with essential life competencies for navigating the digital age. This study investigates English educators' perspectives and implementation strategies for fostering eight key soft skills (communication, collaboration, critical thinking, creativity, adaptability, emotional intelligence, leadership, and time management) within the English as a Foreign Language (EFL) classroom. A mixed-methods approach was employed, gathering data from 35 English teachers using both interviews and a closed-ended questionnaire. The qualitative and quantitative analysis revealed that teachers successfully implement a range of project-based and interactive activities. Specifically, the findings demonstrate that activities such as peer tutoring, role-playing, mini drama projects, group presentations, reader's theatre, and self-peer feedback are effective in empowering all eight targeted soft skills in EFL learners. The study concludes that diversified and project-based activities are highly effective pedagogical tools for the simultaneous development of a broad spectrum of soft skills in the digital teaching environment. These findings offer practical implications for curriculum designers and educators seeking to enhance soft skill development in language education.
Translanguaging and Vocabulary Retention in EFL Contexts: A Cognitive Perspective on Bilingual Learning Fitria Aprilia; Neisya Neisya
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

Vocabulary learning remains a major challenge for learners of English as a foreign language, particularly in retaining newly acquired words over time. While translanguaging has been widely recognized for enhancing comprehension, its role in supporting long-term vocabulary retention remains underexplored, especially from students’ perspectives. This study aims to investigate students’ perceptions of translanguaging in vocabulary learning and its contribution to sustained retention. A descriptive quantitative design was employed, involving 30 students from an English Education Study Program. Data were collected through a structured questionnaire using a five-point Likert scale and were analyzed using percentage distributions and mean scores. The findings indicate that translanguaging facilitates vocabulary learning, with mean scores ranging from 4.20 to 4.40, indicating a high level of agreement among students. It reduces cognitive load, enhances clarity, and promotes deeper semantic processing. Furthermore, students perceive that connecting new vocabulary to their first language strengthens memory encoding and improves retrieval in future communication. The study concludes that translanguaging functions not only as a pedagogical strategy but also as a cognitive mechanism that supports durable vocabulary learning. These findings suggest that integrating learners’ first language strategically can enhance both immediate understanding and long-term retention in English language learning. Keyword: translanguaging, vocabulary retention, vocabulary learning, memory processing, English as a foreign language
Co-Authors Lianasari Muhammad Yazir Neisya Nopa Yusnilita Yentri anggeraini