Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) FOSTER: Journal of English Language Teaching
Marlia Marlia
State University of Makassar
Education Languange, Linguistic, Communication & Media

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

Found 2 Documents
Search

 1 
Heutagogy for teaching academic writing in Islamic higher education contexts Muhammad Iksan; Muhammad Basri; Sahril Sahril; Marlia Marlia
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.17994

Abstract

The growing attention paid to learner autonomy in higher education has led to interest in alternative pedagogical frameworks like heutagogy, which advocates for self-determined learning and the development of reflective capability. Nonetheless, actual studies investigating the implementation of heutagogy in academic writing training are limited, especially within the Islamic higher education context. This study examines the comprehension and application of heutagogical principles in academic writing training at a state Islamic higher education institution in eastern Indonesia. A qualitative case study design was utilized, with data gathered through semi-structured interviews with four lecturers and twenty-four undergraduate students, classroom observations, and document analysis over six months. Thematic analysis identified five interrelated themes: diverse interpretations of heutagogy, conflicts between institutional traditions and pedagogical innovation, inconsistent student readiness for self-determined learning, the impact of instructor agency and professional experience, and the contribution of digital technologies to facilitating autonomous writing practices. The findings indicate that although a heutagogical approach promotes reflective learning and learner autonomy, its application is influenced by institutional norms, students’ previous educational experiences, and lecturers’ pedagogical beliefs. The research illustrates the impact of culturally rooted principles and institutional customs on the implementation of learner-centered pedagogies in Islamic higher education, emphasizing the necessity for pedagogical scaffolding and professional development to foster learner autonomy in academic writing instruction. Keywords: Academic Writing, Heutagogy, Learner Autonomy, Islamic Higher Education, Self-Determined Learning
Peer Group Activities: A Comprehensive Approach to Reduce Speaking Anxiety in EFL Classrooms Marlia Marlia
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i2.250

Abstract

This study examined how practical peer group activities helped Indonesian first-grade high school students improve their English speaking skills and reduce their speaking anxiety. Through an explanatory mixed-method research design, the study methodically investigated the linguistic and psychological effects of collaborative learning strategies in EFL situations at SMAN 13 Pangkep throughout the 2024–2025 academic year. After being randomly selected, forty-four students were split equally into two groups: the experimental group received set-up peer group interventions. In contrast, the control group proceeded to use conventional solo learning strategies. The multi-instrument methodology used validated anxiety questionnaires derived from the Psychological and Sociocultural Anxiety Scale (PSCAS), semi-structured interviews, structured classroom observations, and standardized speaking assessments to collect thorough quantitative and qualitative data. According to statistical analysis, the experimental group's mean anxiety levels decreased from 64.95 to 56.09, significantly improving compared to the control group's more modest fall from 64.86 to 60.54 (p=0.029). At the same time, the experimental group's mean performance scores increased from 49.36 to 65.90, which was a substantial improvement above the control group's from 46.33 to 56.18 (p=0.009). Qualitative data supported these statistical findings, as participants described peer group activities as helpful, engaging, and life-changing for their language learning process. The collaborative task division, mutual feedback, and knowledge sharing created a supportive environment that students especially enjoyed. These factors combined to lower anxiety and boost confidence in oral communication. Significant empirical evidence is presented in the study to support the incorporation of organized collaborative learning practices as a successful educational intervention for addressing the complex relations between social, emotional, and psychological aspects that affect language acquisition. These results provide essential information for developing curricula and instructional strategies that build communicative competence and reduce language anxiety in teenage EFL learners in Indonesian classrooms.
Co-Authors Muhammad Basri Muhammad Iksan Sahril Sahril