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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 2 (2025): August 2025" : 17 Documents clear
Breaking the Grammar Barrier: Boosting EFL Motivation with Microlearning Videos Sovia, Syahrini; Jamilah
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29350

Abstract

Grammar learning in EFL settings is often seen as difficult because it involves abstract rules that need repeated practice and meaningful context to master. Many students lack motivation to learn grammar, which harms their ability to use grammatical structures correctly. Microlearning videos, which provide short, focused, visually engaging lessons, are effective in making grammar learning more accessible and motivating by offering contextualized examples and immediate reinforcement. Therefore, this study examined how well microlearning videos improve eighth-grade students’ motivation and grammar skills. A quasi-experimental pretest-posttest design was carried out at SMPIT Al-Masykar Bina Insani with 55 students (32 males, 23 females), divided into an experimental group (n=32, using microlearning videos) and a control group (n=23, using textbooks). Grammar tests (25 multiple-choice questions) and a motivation questionnaire (16 items measuring intrinsic and extrinsic motivation) were given and analyzed using SPSS 26.0 (descriptive statistics and MANOVA). Results showed significant differences between the groups in both grammar scores (M=69.13 vs 55.48, p<.05) and motivation levels. The experimental group experienced increased intrinsic motivation in communication, social, and skill areas, and higher extrinsic motivation in knowledge and achievement, while the control group’s motivation slightly decreased. These results suggest that microlearning videos are an effective alternative to traditional grammar teaching, supporting both language skills and motivation in EFL classrooms.
Critical Thinking in EFL Students' Argumentative Writing: Manifestations and Challenges Ilyas, Hamzah Puadi; Arifin, Syaadiah
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29656

Abstract

Critical thinking (CT) is widely recognized as an essential component of academic writing, yet EFL students often struggle to apply it effectively in argumentative essays. While previous studies have examined correlations between CT and writing quality or evaluated teaching interventions, less is known about how CT actually manifests in students’ written work and the challenges they encounter in real writing contexts. This study addresses this gap by exploring both the textual indicators of CT and students’ lived experiences of integrating it into their essays. The study involved 27 fifth-semester English education majors at a private university in Jakarta, Indonesia, with English proficiency ranging from intermediate to pre-advanced. Data were collected through two argumentative writing tasks, a focus group discussion, and document analysis. Thematic analysis and structured coding were used to identify CT indicators and challenges, with findings triangulated across data sources. Results showed that students demonstrated CT through coherent argumentation, use of evidence, engagement with counter-arguments, and organized essay structure. However, they struggled with organizing complex ideas, synthesizing information from multiple sources, and balancing creativity with logical reasoning, leading to disjointed arguments and superficial use of evidence. The study highlights the gap between theoretical CT standards and their practical application in EFL writing, underscoring the need for targeted instruction in argument structuring, source evaluation, and counter-argumentation.
The Interplay Between Technology and Motivation in EFL L2 Classrooms: A Systematic Review of 2019–2024 Research Annishah; Lailatun Nisvi Rizki Amalia; Utami Widiati; Anik Nunuk Wulyani
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29709

Abstract

Motivation is a key determinant of success in second language (L2) learning, and technology has emerged as a crucial factor in fostering motivation for English as a Foreign Language (EFL) students. A systematic synthesis of recent evidence remains scarce despite extensive research, particularly in light of technological advancements between 2019 and 2024. This study employed a systematic literature review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol to ensure methodological transparency and replicability. Six major databases (Google Scholar, Taylor & Francis, ProQuest, Wiley, Sage Pub, and Cambridge Core) were systematically searched using predefined keywords. The initial search yielded 50 peer-reviewed empirical studies published between 2019 and 2024; after applying stringent inclusion, exclusion, and quality assessment criteria, 26 eligible studies were analyzed. Data extraction and synthesis focused on four research questions: (1) research methods employed, (2) motivational frameworks used, (3) impacts of technology on motivation, and (4) technology tools that enhance motivation. Findings indicate a dominance of experimental (38.5%) and mixed-methods (26.9%) designs, with the socio-educational framework most frequently adopted, followed by self-determination theory, ARCS, and cognitive models. Technology shows a predominantly positive impact on motivation, with visual-based tools (AR/VR), social media-based platforms, and game-based applications demonstrating strong motivational benefits. However, effects vary by context and learner proficiency. A few studies report neutral or negative impacts, particularly with online platforms. This review highlights methodological gaps, calling for more longitudinal and mixed-methods research to explore contextual and long-term motivational effects, and provides evidence-based recommendations for selecting effective technology tools in EFL classrooms.
Burned Out but Not Broken: Teaching Performance Amid Burnout in EFL Practicum Settings Vanesya Eltriyana Asyifa Rinjani; Majmu'atil Husni; Muhammad Andriana Gaffar; Riki Ruswandi
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29878

Abstract

Burnout among pre-service teachers has become an increasing concern in teacher education, especially during teaching practicum, which requires high levels of cognitive, emotional, and instructional involvement. Although there is extensive literature on burnout in in-service teachers, little research has examined its relationship with teaching performance among pre-service English as a Foreign Language (EFL) teachers in Indonesia. This study explores the link between burnout and teaching performance among 45 pre-service EFL teachers at Universitas Islam Nusantara who completed the PLP 2 (Teaching Practicum) programme. Burnout levels were assessed using the Oldenburg Burnout Inventory (OLBI), while teaching performance was measured with a researcher-developed Pre-service Teacher Performance Assessment Questionnaire (PTPAQ). Both tools were validated and found reliable, with Cronbach's alpha coefficients of 0.721 and 0.779, respectively. Because the data were not normally distributed, Spearman’s rho correlation analysis was performed. Results showed a weak and non-significant negative correlation (r = -0.219, p > 0.05) between burnout and teaching performance. These findings indicate that only. Pedagogical competence and support systems influence pre-service teaching performance more than burnout. The study emphasises the importance of teacher education programmes implementing structured mentorship and resilience-building initiatives to improve teaching quality during practicum.
Literature for Empowerment: Using Picture Books to Promote SDG Awareness and Reading Skills in Indonesian Junior High Schools Hidayati, Rina; Silvhiany, Sary; Inderawati, Rita
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30255

Abstract

This study investigates how picture books, through their visual and textual storytelling integration, can enhance reading comprehension and promote social awareness within an under-resourced English as a Foreign Language (EFL) context. Conducted at SMP Negeri 4 Jirak Jaya in South Sumatra, Indonesia, the research examines the effectiveness of picture book-based instruction in improving students’ narrative reading skills and encouraging reflection on issues such as poverty and inequality, in alignment with the Sustainable Development Goals (SDGs 1, 4, and 10). Employing a mixed-methods case study design, the study involved 13 Grade 8 students, 11 of whom were primary contributors to their families’ income and were purposefully selected as key participants. Quantitative data were collected through validated and reliable pre- and post-tests on narrative reading comprehension. Results demonstrated a statistically significant improvement in students’ reading scores, with mean scores increasing from 54.09 to 73.86 (p < .001, Cohen’s d = 5.75), indicating a large effect size. Normality tests supported the appropriateness of parametric statistical analysis. Complementing these findings, qualitative data from semi-structured interviews revealed students’ strong emotional and personal connections to the stories. Thematic analysis yielded five key themes: emotional responses, personal experiences, favorite story elements, increased motivation to study, and lessons learned. Students consistently reported that the narratives reflected their real-life experiences and responsibilities, fostering a sense of validation, motivation, and deeper engagement with social issues. These findings highlight picture books' pedagogical potential in developing reading comprehension and cultivating empathy and critical reflection among learners in marginalized educational settings.
Exploring the Correlation Between Speaking Anxiety and English Oral Performance Among Nursing Students Using a Genre-Based Approach Hendra Putra; Hartono, Rudi; Mujiyanto, Januarius; Yuliati
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30306

Abstract

Speaking anxiety can impair nursing students’ ability to communicate effectively in English, especially in academic and clinical settings. This study examines the relationship between speaking anxiety levels and speaking performance among nursing students within a genre-based framework. The research was conducted at a private university in West Sumatra, Indonesia, involving all 33 third-year nursing students through total sampling. Using a quantitative one-group pretest–posttest design, data were collected with the Foreign Language Classroom Anxiety Scale (FLCAS) and speaking performance tests, then analyzed using Pearson’s product-moment correlation via SPSS 21. The results showed a weak positive but non-significant correlation between speaking performance and overall anxiety levels (r = 0.196, p = 0.309). Further analysis by anxiety categories revealed: (1) a very weak, non-significant correlation among students with high anxiety (r = 0.094, p = 0.772; n = 12); (2) a very weak, negative, non-significant correlation among students with moderate anxiety (r = –0.141, p = 0.698; n = 10); and (3) a moderate, but non-significant, positive correlation among students with low anxiety (r = 0.549, p = 0.202; n = 7). These findings suggest that, although some patterns are identifiable, speaking anxiety does not consistently or significantly impact students’ speaking performance. The study emphasizes the importance of considering individual differences in anxiety when developing genre-based speaking instruction for nursing education.
Do Emotions Teach Us How to Teach? Emotional Insights from an International EFL Practicum in Thailand Rachmawati Nur, Maulidia; Jihan Khalishah, Salsabila; Afandi, Muhajir
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30333

Abstract

This qualitative case study explores the emotional geographies experienced by Indonesian pre-service teachers during an international EFL teaching practicum in Southern Thailand. Using Hargreaves’ (2001) framework, which includes moral, sociocultural, political, professional, and physical geographies, this study examines how emotional dynamics influence the practicum experiences of two pre-service teachers over six months. Data were gathered through open-ended questionnaires and semi-structured interviews, then analyzed with Braun and Clarke’s Thematic Content Analysis and the Miles and Huberman model. The findings indicate that three emotional geographies, moral, sociocultural, and political, were most prominent. These emerged through emotional challenges such as managing student behavior, navigating cultural and linguistic differences, and dealing with hierarchical structures that hinder open communication and emotional expression in the classroom. Despite these challenges, participants also experienced emotional growth, increased cultural awareness, and development of their teaching identities. The study highlights the importance of affective experiences in shaping teacher development, particularly within intercultural and multilingual educational settings. It contributes to the expanding body of literature on international teacher education by emphasizing the need to include emotional preparation and intercultural competence in pre-service teacher training. Addressing emotional aspects of teaching through structured reflection, emotional literacy, and mentoring can better prepare future educators for global teaching assignments. The findings suggest that policy and curriculum reforms in teacher education are essential to foster emotional resilience and intercultural adaptation during international practicums.
Can Augmented Reality Revive Vocabulary Learning? A Study on Motivation Among Secondary EFL Learners Fithrotul 'Aini, Alfi; Tarihoran, Naf'an; Kheryadi
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30339

Abstract

Augmented Reality (AR) is increasingly seen as a powerful educational tool that provides immersive and interactive learning experiences. However, its influence on English vocabulary learning among secondary school students remains underexplored. This study examines the effectiveness of AR in improving English vocabulary mastery and learning motivation among Grade VII students in Serang City, Indonesia. Using a randomized mixed-methods approach, 75 students (aged 12–13) were divided into an experimental group (n = 38), which received AR-based vocabulary instruction, and a control group (n = 37), which was taught using traditional image-based media. Quantitative data were collected through pre- and post-tests of vocabulary skills and motivation questionnaires, both showing high reliability (α = 0.932 and α = 0.890, respectively). Qualitative data were gathered via semi-structured interviews and analyzed thematically. Results from the Mann-Whitney U test and independent samples t-test indicated a significant improvement in vocabulary learning and motivation among students exposed to AR. The experimental group performed better than the control group in satisfaction, engagement, and interest. Interview results further supported these findings, emphasizing AR’s ability to increase interactivity, support memory retention, cater to diverse learning styles, and boost overall learner enthusiasm. These results highlight the pedagogical potential of AR in fostering vocabulary development and motivation in secondary English education.
Enhancing EFL Students’ Environmental Awareness and Motivation through a Faith-Based Green ELT Curriculum Scipio, Jane Elvira; Mangangue, Jeane; Tumuju, Vivi Nansy; Suot, Royke Max; Kalangi, Jola Silvana; Lumentah, Lenda; Lalira, James Edward
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30685

Abstract

Integrating sustainable education into English as a Foreign Language (EFL) has become increasingly important in response to global environmental challenges. This study evaluates the effectiveness of a localised Green ELT curriculum developed and implemented at a private Christian university in Tomohon, Indonesia. Guided by a Design-Based Research (DBR) methodology, the curriculum was designed to integrate ecological content with Christian values and English language learning objectives. The study involved 50 purposively selected EFL students and was conducted over three months (March–May 2025) through three phases: curriculum design, classroom implementation, and evaluation. Data were collected using pre- and post-questionnaires, classroom observations, and Focus Group Discussions (FGDs). Quantitative data were analysed with paired t-tests, while qualitative data were thematically analysed. The findings revealed statistically significant improvements in both environmental awareness (t = -13.62, p < 0.001) and motivation to learn English (t = -6.60, p < 0.001). Qualitative insights further confirmed that faith-based discussions and contextualised activities deepened student engagement, linking language learning to sustainability issues. These results demonstrate that Green ELT can foster linguistic skills while enhancing students’ sense of environmental responsibility when localised and aligned with cultural and religious values. The study highlights the potential of Green ELT in faith-based contexts and recommends further adaptation across diverse educational settings to promote sustainable language education.
Simulation-Based Project Learning in ESP: The Effectiveness of Crewpers for Vocational Journalism Education Sumira; Febriansyah, Gema; Miladiyenti, Fithratul; Wahyuni, Nini; Laily, Hamidah Izzatu
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30694

Abstract

Preparing students for professional communication in English for Journalism requires more than linguistic accuracy; it demands authentic, workplace-oriented learning environments that replicate editorial processes. Despite the increasing use of project-based learning (PBL) in English for Specific Purposes (ESP), few studies have examined digital newsroom simulations aligned with vocational “teaching factory” models. This study evaluates the effectiveness of Crewpers, a student-developed digital journalism platform designed as an authentic newsroom simulation, in enhancing vocational English for Journalism instruction. A quasi-experimental one-group pretest–posttest design was employed with 16 students enrolled in the D4 English for Business and Professional Communication program at a public polytechnic in Indonesia. Using a validated 16-item questionnaire, student perceptions were measured across four dimensions: critical thinking, collaboration, journalistic production, and communication. Paired-sample t-test results revealed statistically significant improvements in all dimensions (p < .001), with the largest gains observed in journalistic production, where students reported greater confidence in producing publishable news content. Students also highlighted features such as real-time editorial feedback, role distribution, and public publishing as central to their learning gains. These findings suggest that Crewpers effectively bridges ESP instruction with professional performance tasks, offering a replicable model of simulation-based pedagogy for vocational contexts. While limited by sample size and reliance on self-reported data, this study underscores the pedagogical value of integrating digital newsroom platforms into ESP and recommends future research using mixed-method designs to assess long-term impacts on writing quality and professional readiness.

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