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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.
Perceived Contributions of Translanguaging to Vocabulary Learning and Retention in an EFL Context 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

Abstract: Vocabulary learning remains a major challenge for learners of English as a foreign language, particularly in retaining newly learned words over time. While translanguaging has been widely recognized for enhancing comprehension, its role in vocabulary retention is still primarily understood from learners’ perspectives. This study investigates students’ perceptions of translanguaging in vocabulary learning and their perceived vocabulary retention in an EFL context. A descriptive quantitative survey 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 analyzed using descriptive statistics, including percentage distributions and mean scores. The findings indicate that students hold highly positive perceptions of translanguaging in vocabulary learning (M = 4.26) and perceived vocabulary retention (M = 4.34). Students reported that translanguaging helps reduce perceived cognitive load, improves clarity, and helps them form stronger associations between English vocabulary and their first language, which they perceived as supporting memory and recall. The study concludes that translanguaging is perceived as an effective pedagogical strategy that potentially facilitates vocabulary learning and retention from the learners’ perspective.
Co-Authors Lianasari Muhammad Yazir Neisya Nopa Yusnilita Yentri anggeraini