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All Journal Journal on English as a Foreign Language (JEFL) Al Ishlah Jurnal Pendidikan
Kosiah Jalbani
Fatoni University, Pattani, Thailand
Education Languange, Linguistic, Communication & Media Mathematics Other

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TikTok-Integrated Project-based learning for EFL Speaking Development: A Qualitative Case Study in a Tertiary Context Lisa Rakhmanina; Arono Arono; Wisma Yunita; Melati Melati; Kosiah Jalbani
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9699

Abstract

While TikTok has been increasingly explored in education, its role as a central pedagogical artefact in Project-Based Learning (PjBL) for tertiary EFL speaking development remains underexamined. This study investigates how TikTok storytelling projects and reflective writing facilitate students’ speaking skills.A qualitative case study was conducted with 14 tertiary EFL students in Indonesia. Data were collected through classroom observations, student-produced TikTok videos, reflective writings, and instructional documents. Analysis employed Brown’s speaking descriptors to identify patterns in students’ speaking performance and development.The integration of TikTok as a project artefact promoted iterative speaking practice, peer rehearsal, and continuous reflection. Rather than uniform improvement, students exhibited varied speaking development, including enhanced inquiry, collaboration, and reduced speaking anxiety. The reflective phase was particularly significant, enabling students to recognize their communicative abilities and address psychological barriers to speaking.The findings highlight the pedagogical value of combining social media platforms with PjBL to create authentic, engaging, and low-anxiety learning environments. Reflection played a crucial role in consolidating learning and fostering self-awareness in language use.TikTok-mediated PjBL offers a promising approach to supporting tertiary EFL speaking development by integrating creativity, collaboration, and reflective practice. This study contributes a conceptually grounded framework for technology-enhanced language learning and suggests the need for further research on scalable and context-sensitive implementations.
News-based problem-based learning and policy reasoning: A qualitative case study in an English for political science classroom in Thailand Ali Akbar Jalbani; Kosiah Jalbani
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.11364

Abstract

Authentic news is increasingly recommended in English for Specific Purposes (ESP), yet little is known about how news-based Problem-Based Learning (PBL) supports policy reasoning and academic writing in English for Political Science. This study aimed to examine how students demonstrated engagement and response quality, comparative policy reasoning and climate-policy vocabulary, and writing challenges during a four-week news-based PBL intervention. This qualitative case study, supplemented by descriptive frequency counts, analyzed written policy reflections from 19 second-year undergraduates using flood-related news from Southern Thailand and Malaysia. Directed qualitative content analysis examined response quality, comparative reasoning, climate-policy vocabulary, and writing clarity. Results showed strong topical relevance and connections to regional events, although engagement was inferred from written content rather than directly observed. Most responses remained descriptive or moderately analytical, with limited evaluative comparison, uneven use of specialized vocabulary, and recurring problems in coherence, sentence structure, verb tense, and transitions. The findings indicate that authentic news-based PBL can create meaningful ESP learning opportunities but requires explicit cognitive and linguistic scaffolding to support analytical policy writing. The study identifies where staged support is needed and informs the application of Vygotskian scaffolding concepts to policy-oriented ESP.
Co-Authors Ali Akbar Jalbani Arono Arono Lisa Rakhmanina Melati Melati Wisma Yunita