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Voices of English Language Education Society
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 25797484     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The journal of Voices of English Language Education Society(VELES) e-ISSN 2579-7484 aims to provide an international forum for sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in English education, linguistics, and literature.
Arjuna Subject : -
Articles 17 Documents
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Search results for , issue "Vol 9 No 1 (2025): April 2025" : 17 Documents clear
Scrutinizing Non-English Major Students’ Perceptions of Informal Digital Learning of English Sujarwati, Iis; Aydawati, Emilia Ninik
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.25902

Abstract

The educational landscape has undergone a profound transformation with the rise of Informal Digital Learning of English (IDLE), reshaping language acquisition beyond traditional classroom settings. Although many studies have explored IDLE, research has primarily focused on English majors or highly motivated language learners, leaving a gap in understanding how non-English major students, who have varying levels of motivation and language exposure, engage with IDLE. This study investigates the perspectives of non-English major students on IDLE and its perceived effectiveness in their language learning journey. A total of 169 students from the nursing and accounting disciplines at the University of Bengkulu enrolled in a general English course and participated in the study. Data were collected through structured surveys and semi-structured interviews, with analysis conducted using both statistical and thematic approaches. The findings reveal that participants strongly agree that IDLE provides language support (M = 4.55), flexibility in use (M = 4.25), and contributes to increasing their language proficiency (M = 4.58). However, challenges such as the lack of structured feedback and inconsistent learning patterns were also noted. These insights underscore the potential of IDLE as a valuable supplement to formal instruction. Educators are encouraged to integrate IDLE into curricula through engaging, personalized digital learning strategies catering to non-English major students' distinct needs. Future research should explore the long-term impact of IDLE on language proficiency and best practices for its implementation.
Evaluating English Language Test Items Developed by Teachers: An Item Response Theory Approach Rezkilaturahmi; Istiqlal, Muhammad; Pancoro Setyo Putro, Nur Hidayanto; Istiyono, Edi; Widihastuti
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.27644

Abstract

Evaluating students’ abilities in educational settings is crucial for assessing learning outcomes and instructional effectiveness. In Indonesia, many schools have developed local English language assessments, yet these tests often lack psychometric validation. This study aims to evaluate the quality of a teacher-developed English language test instrument using the Item Response Theory (IRT) approach. A total of 25 multiple-choice items created by the English teacher group in Muna Regency were administered to 162 students from five randomly selected schools. A descriptive quantitative method was employed with the aid of R Studio for data analysis. Initial sample adequacy was confirmed using the Kaiser-Meyer-Olkin (KMO = 0.686) and Bartlett’s Test of Sphericity (p < .001). The study applied model fit analyses for 1-PL, 2-PL, and 3-PL logistic models, with the 2-PL model emerging as the most appropriate, as 16 items demonstrated good fit. Further analysis of item characteristics under the 2-PL model revealed that only 11 items had acceptable difficulty and discrimination indices. In comparison, the remaining 14 items were either too easy, too complex, or poorly discriminating. These results indicate that a substantial portion of the test requires revision. The study highlights the importance of psychometric evaluation in teacher-made assessments and recommends capacity-building for teachers in test development and validation practices.
Examining Technology Self-Efficacy in Indonesian EFL Classrooms: Insights from Secondary School English Teachers Apreliani Dwiastuti; Muamaroh; Yeny Prastiwi
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.27861

Abstract

Teachers’ technology self-efficacy significantly influences their ability to effectively adopt and utilize digital tools. However, many secondary school English teachers in Indonesia still face challenges adapting to technology, which may hinder their ability to integrate digital tools into their teaching practices. While existing studies primarily focus on teachers' perceptions, professional agency, and general challenges in technology integration, few explore how demographic factors—such as gender, age, education level, and teaching experience—affect technology self-efficacy among Indonesian secondary school English teachers. A descriptive quantitative design was employed, utilizing statistical analysis to interpret the data. The study involved 29 secondary school English teachers from the Jatinom English Teachers Association (JETA), Klaten, Central Java, Indonesia. Data were collected using the Technology Self-Efficacy Scale (Wang et al., 2004) via Google Forms. The findings revealed that teachers' technology self-efficacy was moderate overall. Male teachers aged 26-30 demonstrated higher confidence in ICT usage. Additionally, teachers with a Bachelor's degree exhibited higher technology self-efficacy than those with a Master’s degree, suggesting that formal education level alone does not directly influence confidence in using technology. Furthermore, teachers with 11-15 years of experience reported the highest self-efficacy, while those with 1-5 years of experience had the lowest, indicating that teaching experience alone is not a strong determinant of technology self-efficacy. These results highlight the need for improved ICT infrastructure and professional development training to enhance teachers’ confidence and skills in technology use.
The Snapshots of Indonesian Pre-Service English Teachers’ Perspectives on Integrating Technology-Based Tools to Rural Schools Mandasari, Berlinda; Basthomi, Yazid; Hastomo, Tommy; Afrianto; Hamzah, Intan; Aminatun, Dyah
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.27965

Abstract

Research on pre-service teachers (PSTs) has increasingly focused on their integration of technology-based tools during teaching practicums. However, limited attention has been given to how PSTs navigate these tools in rural school settings. This study examines the types of technology-based tools selected by PSTs and explores their perspectives on their use in English teaching. Employing a qualitative descriptive research design, data were collected through semi-structured interviews with eight PSTs from Universitas Teknokrat Indonesia who taught in two public rural schools during their teaching practicum. The interview data were transcribed, coded, and analyzed thematically. Findings revealed that PSTs primarily utilized AI, web-based, and game-based tools in their teaching. Among AI-based tools, ChatGPT was the most frequently used. Canva, Pinterest, and Bilibili were commonly selected for web-based tools, while Kahoot! Quizizz and Wordwall were preferred for game-based learning. PSTs expressed positive views on these tools, highlighting improvements in students’ learning satisfaction, motivation, and classroom engagement. However, they also faced challenges, particularly regarding accessibility and technical limitations in rural areas. Additionally, students had limited digital competencies, which must be addressed to prepare them for future technological advancements. Teaching obstacles also stemmed from the incompatibility of students’ digital devices, further complicating technology integration in the classroom. Despite these barriers, such challenges should not hinder the educational process. Students' limitations can be addressed through collaborative learning strategies and enhancements in instructional quality. Therefore, this study recommends infrastructure improvements to expand technology accessibility and implement adaptive teaching strategies that maximize available resources in rural settings.
Enhancing Reading Motivation Through an Integrated Reading Approach: A Quasi-Experimental Study in Ethiopian Secondary Schools Jarssa, Ammanuel Berhanu; Bushisso, Elias Woemego; Olamo, Taye Gebremariam
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.28180

Abstract

Low reading motivation remains as a challenge that still obstructs the way that students develop academically with texts. This study examines secondary school students' reading motivation, with a particular focus on the impact of an integrated reading approach that combines wide-ranging reading with intensive reading. The study had involved around 106 Grade 11 students within Bariso Dukale Secondary School located in Bule Hora. It was conducted throughout a 16-week semester for addressing limitations of customary rote-based instruction. Participants were in a convenient manner assigned into an experimental group (n = 54) and into a comparison group (n = 52). A certain quasi-experimental design was used throughout. On a weekly basis, the experimental group was given 40 minutes of integrated reading instruction that was supported through supplementary materials planned for the purpose of increasing engagement. The comparison group gave adherence to the conventional reading practices. With a validated questionnaire, researchers measured reading motivation, and the questionnaire included intrinsic interest, reading habits, and perceived competence. For the collection of qualitative understandings, eleven students were interviewed from the experimental group. When the data was being analyzed, independent-samples t-tests and paired-samples t-tests revealed the experimental group did improve greatly in reading motivation (p = 0.000). Interview responses further supported these particular findings, as well as highlighted additional enthusiasm, autonomy, plus engagement. These results show that integrating both intensive and wide-ranging reading improves student reading motivation.
Foreign Language Anxiety and Its Impact on English Achievement: A Study of Gender Variations in EFL Learners Aridah; Masruroh, Dzunie; Rusmawaty, Desy
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.28279

Abstract

Anxiety is a prevalent psychological factor that influences the learning process, particularly in language acquisition, where it can shape students’ confidence, engagement, and overall performance. In contexts where English is learned as a foreign language, anxiety is often linked to students' ability to navigate language learning challenges, affecting both their success and struggles in mastering the language. Understanding the extent of foreign language anxiety and its specific effects is essential, given its potential impact. This study investigates students’ anxiety levels, examines gender differences, and explores the relationship between anxiety and English achievement. A quantitative descriptive survey was conducted with 105 students in Samarinda, Indonesia, using the Foreign Language Classroom Anxiety Scale (FLCA) to measure anxiety and final semester scores to assess achievement. Data analysis using SPSS version 25 revealed that students experienced a high level of foreign language anxiety (M = 3.4459), with female students reporting slightly higher anxiety than males. However, the difference was not statistically significant. Correlation analysis showed a weak negative association (r = -.101, p = .306), suggesting that anxiety had little to no impact on achievement. These findings provide insights into foreign language anxiety in EFL contexts, emphasizing the need for targeted interventions to create a more supportive learning environment and enhance language learning experiences.
Can Beliefs and Realities Be Bridged? A Study of Culturally Responsive English Literacy Education in Rural Papua Ningsih, Sri Kusuma; Setyarini, Sri; Gustine, Gin Gin
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.28608

Abstract

English literacy education in rural Papua, Indonesia, presents unique challenges shaped by geographical isolation, ethnolinguistic diversity, and limited resources. While previous studies have examined EFL teaching challenges in Indonesia, little research has explored how teachers' pedagogical beliefs interact with contextual constraints in rural settings. This study investigates the nexus between English as a Foreign Language (EFL) teachers’ beliefs and classroom practices in resource-constrained environments. Employing a qualitative case study approach, data were collected from X teachers through classroom observations, semi-structured interviews, and document analysis. Findings reveal a persistent gap between teachers’ pedagogical beliefs and their ability to implement them due to contextual constraints, including inadequate teaching materials and a rigid national curriculum. Teachers who incorporated local cultural elements, such as Papuan folktales and proverbs, into their lessons demonstrated higher student engagement and improved literacy outcomes. These culturally responsive practices bridge students’ linguistic realities and the English literacy curriculum, fostering a deeper connection to the learning process. However, systemic barriers, including insufficient professional development and the absence of culturally relevant teaching materials, limit the broader adoption of these practices. This study underscores the need for flexible curricula that integrate local cultural content and calls for increased institutional support to equip teachers in rural areas. Addressing these challenges is crucial for improving English literacy education in rural, multilingual contexts, ensuring equitable learning opportunities for all students.
Technology-Enhanced English Learning (TEEL) for Dental Technician Students: Bridging Language and Technical Skills Rosmayanti, Vivit
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29027

Abstract

Technology-enhanced English Learning (TEEL) has been widely explored in general English instruction but remains underexamined in vocational education, particularly dental technology. Dental technology students must master specialized terminology, communicate effectively with healthcare professionals, and engage with industry-specific tools—many of which operate in English—creating a growing need for targeted language instruction. This study investigates how TEEL supports English for Specific Purposes (ESP) and Teaching English for Specific Purposes (TESP) in addressing dental technicians' specific linguistic and professional requirements. Data were collected from fifteen dental technology students enrolled in TEEL lessons at a private university in Indonesia through semi-structured interviews and classroom observations to explore this. The classroom observations focused on students participating in an English course incorporating TEEL, documenting their interactions with digital tools, engaging in lessons, and applying language skills in professional practice scenarios. Thematic analysis revealed two key findings: (1) the benefits of TEEL for dental technology students, including improved access to resources, self-paced learning, and increased motivation and engagement, and (2) challenges in integrating technology, such as limited access to digital tools and difficulties in adapting them for vocational learning. The results indicate that TEEL positively influences students’ acquisition of technical English, enhances their self-efficacy in professional communication, and facilitates real-world learning through interactive simulations. However, disparities in digital literacy and unequal access to technology hinder effective implementation. This study highlights the need for targeted interventions to improve digital literacy and ensure equitable access to technology, thereby maximizing TEEL’s impact on vocational education.
Validating a Collaborative Writing Competence Framework for EFL Instruction: A Confirmatory Factor Analysis Approach Mujiono; Weganofa, Riza; Herawati, Siane; Lutviana, Rizky
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29142

Abstract

Collaborative writing is widely recognized for its benefits in enhancing linguistic competence, critical thinking, and social interaction in EFL contexts. Despite numerous studies highlighting these advantages, a gap remains in how collaborative writing competence can be systematically assessed and practically applied in classroom settings. This study aims to empirically validate a Collaborative Writing Competence Framework (CWCF) comprising five key dimensions: communication, coordination, creativity, responsibility, and reflection. A quantitative research design involved 103 Indonesian undergraduate EFL students enrolled in an Essay Writing course. Data were collected using a Likert-scale questionnaire and analyzed through Confirmatory Factor Analysis (CFA). The model demonstrated a good fit (χ² = 86.528, df = 81, p = .317; CMIN/DF = 1.068; RMSEA = 0.026; CFI = 0.992), with acceptable reliability (Cronbach’s α = 0.719–0.807) and convergent validity (AVE = 0.501–0.673). Creativity emerged as the most influential factor in collaborative writing competence. The validated CWCF offers actionable insights for EFL instruction: structured peer discussions, guided brainstorming, and task delegation can enhance collaboration, while integrating self- and peer-assessment fosters responsibility and reflection. Digital platforms such as Google Docs may also support real-time coordination and feedback. The CWCF thus serves as both an assessment instrument and pedagogical tool, paving the way for more effective collaborative writing practices in EFL classrooms.
From Awareness to Practice: Indonesian Pre-Service English Teachers’ Perceptions and Implementation of Intercultural Communicative Competence Mohamad, Raditya; Nurkamto, Joko
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29225

Abstract

Intercultural communicative competence (ICC) is critical in English language education, especially in preparing future teachers to address cultural diversity in the classroom. Despite growing awareness of ICC, challenges remain in how pre-service teachers perceive and plan to implement ICC in their future teaching practices. This study investigated Indonesian pre-service English teachers’ perceptions of ICC objectives and their intended integration into English language instruction. Conducted at a university in Central Java, Indonesia, the study involved 19 undergraduate pre-service English teachers who completed a questionnaire, all of whom were invited to participate in follow-up interviews. The questionnaire responses were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings indicate that participants generally acknowledged the importance of ICC, particularly the knowledge dimension—such as understanding non-verbal behaviors, taboos, and levels of formality—and, to a lesser extent, attitudes like suspending judgment. However, responses also revealed inconsistencies, as many participants favored teacher-centered approaches focused on presenting cultural facts, with limited attention to deeper cultural engagement or student-centered activities. Although some participants demonstrated more comprehensive and reflective approaches, the findings suggest that many pre-service teachers have a fragmented understanding of ICC and lack clear strategies for its classroom integration. These results highlight the need for teacher education programs to explicitly address ICC objectives, foster critical intercultural awareness, and promote reflective pedagogies that support effective ICC implementation in future English language classrooms.

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