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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 389 Documents
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Can Flipped Learning Drive Higher-Order Thinking in Sustainable Education? A Systematic Literature Review Rahayuningsih, Retno; Hartono, Rudi; Pratama, Hendi
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.v9i2.31159

Abstract

Rapid global change and the demands of 21st-century education have created an urgent need to develop students’ higher-order thinking skills (HOTS), critical, creative, and problem-solving abilities, yet evidence on how flipped learning (FL) supports these skills remains fragmented. This systematic literature review addresses that gap by synthesizing recent studies (2021–2025) on the impact of FL on HOTS across formal education levels and diverse cultural contexts, with particular attention to implications for sustainable education. Following PRISMA guidelines, 32 peer-reviewed empirical studies were identified from Scopus, ERIC, and ProQuest using predefined inclusion and exclusion criteria. Methodological quality was appraised using a simplified CASP checklist, and inductive thematic synthesis was employed to identify patterns in pedagogy, technology use, and HOTS outcomes. Findings indicate that FL can enhance cognitive engagement, learner autonomy, and performance when integrated with inquiry-based and collaborative strategies; critical thinking often improved through structured argumentation, creativity through project-based and digital tasks, and problem-solving through real-world, team-based learning. However, effects varied by discipline, education level, and contextual factors such as digital readiness and instructional design quality; several studies reported minimal gains in low-tech or weakly scaffolded settings. These results underscore FL’s potential as a sustainable pedagogical framework that optimizes resources and fosters lifelong learning, but also highlight gaps: most studies were small-scale, quasi-experimental, and lacked longitudinal or cross-cultural comparison. Future research should adopt more rigorous, context-sensitive designs and explore how FL compares with other active learning models to inform curriculum and teacher training policies.
Does Digital Pedagogy Matter for EFL Writing? Cybergogy, Student Engagement, and High School Students’ Writing Skills Suryadi; Charlos, Feby
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.29841

Abstract

Writing remains one of the most demanding skills in EFL learning because it requires students to coordinate linguistic accuracy, idea development, organization, and sustained cognitive effort. In digitally mediated learning contexts, effective pedagogy and students’ active engagement may play important roles in supporting writing development. This study examined the correlations among cybergogy, student engagement, and English writing skills among high school students in Serang City, Indonesia. Using a quantitative correlational design, the study included 330 Grade XI students selected from a population of 1,887. Data were collected using a validated 12-item questionnaire with a five-point Likert scale and analyzed in SPSS 26. The analysis included normality testing, Pearson correlation, t-tests, ANOVA, and coefficient of determination. The findings showed that cybergogy was significantly and positively correlated with students’ writing skills (r = 0.564, p < 0.001), whereas student engagement showed a stronger positive correlation (r = 0.688, p < 0.001). Simultaneously, cybergogy and student engagement were significantly associated with writing skills (R = 0.763, R² = 0.582, F = 151.121, p < 0.001), explaining 58.2% of the variance in students’ writing skills. These results indicate that EFL writing development is associated not only with the quality of digitally mediated pedagogy but also with students’ behavioral, emotional, and cognitive engagement. The study implies that English teachers should design digital writing instruction that combines structured online activities, interactive feedback, collaborative practice, and engagement-oriented learning tasks to support students’ writing development.
When Assessment Becomes Learning: Collaborative Assessment and Self-Reflection in EFL Writing Classes Susilowati, Tintin; Maghfiroh, Ana; Fachriza, Aries
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.31865

Abstract

Writing remains a demanding skill for EFL students because it requires coordinating idea development, linguistic accuracy, organization, revision, and evaluative judgment. This study explored students’ perceptions of the integrated use of Collaborative Assessment (CA) and Self-Reflection (SR) in supporting writing development. Using a qualitative exploratory case study design, the research involved 51 English Education Department students from three writing classes at a State Islamic University in Indonesia. Data were collected through CA and SR questionnaires administered after six meetings of writing instruction incorporating collaborative assessment and reflective activities, followed by semi-structured interviews to obtain deeper insights into students’ experiences. The data were analyzed using thematic and interactive analysis involving data condensation, data display, conclusion drawing, and verification. The findings indicate that students perceived CA and SR as complementary learning-oriented assessment practices. CA supported writing development by enabling students to discuss drafts, exchange feedback, identify writing problems, learn from peers, and receive lecturer guidance during assessment. SR strengthened this process by helping students recognize past mistakes, understand the purposes of their writing, plan their ideas, monitor their language use, and identify areas for improvement. Together, CA and SR transformed assessment from a product-oriented judgment into an interactive and reflective learning process. These findings suggest that EFL writing instruction should integrate collaborative feedback cycles with structured self-reflection to help students move from receiving feedback to using it critically for revision, self-awareness, and continuous improvement in writing.
From Watching to Speaking? Indonesian EFL Students’ Engagement with English Role-play Content on Instagram Reels Syahri, Indawan; Gumartifa, Asti; Nurussakinah, Amanah
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.32928

Abstract

Speaking remains a persistent challenge for Indonesian EFL learners, partly because classroom instruction often provides limited opportunities for meaningful oral practice. At the same time, students’ frequent engagement with short-form social media videos, particularly Instagram Reels, offers potential exposure to authentic, contextualized spoken English. This study investigated students’ engagement with English roleplay content on Instagram Reels and its perceived contribution to EFL speaking learning. Using a qualitative descriptive design, data were collected from 32 eleventh-grade students in a bilingual class at a public senior high school through closed-ended and open-ended questionnaires. The data were analyzed using descriptive statistics and thematic analysis to identify patterns in emotional, cognitive, and behavioral engagement, as well as perceived speaking-related benefits and challenges. The findings revealed that students demonstrated strong emotional engagement, reflected in enjoyment, interest, and reduced learning pressure, and high cognitive engagement, shown through efforts to understand, remember, and notice vocabulary, pronunciation, expressions, and contextual language use. Behavioral engagement was mainly reflected in frequent viewing and imitation, while direct interaction and original content creation remained limited due to low confidence and fear of public judgment. Students perceived English roleplay Reels as helpful for improving pronunciation, vocabulary exposure, fluency awareness, tone, expression, and comfort in speaking English. However, distraction from entertainment content, time management issues, technical constraints, and limited confidence in producing videos constrained its pedagogical value. These findings suggest that Instagram Reels can serve as a supplementary speaking resource when integrated with guided imitation, structured speaking tasks, feedback, and confidence-building activities.
Speaking Success in EFL Classrooms: How Self-Efficacy and Self-Regulated Learning Shape Learners’ Oral Performance Lesta Mega; Mahdum; Supriusman; Jismulatif
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.33014

Abstract

Speaking proficiency is a fundamental component of communicative competence in EFL contexts, yet many Indonesian students continue to experience difficulties in oral performance. This study investigated the contribution of self-efficacy and self-regulated learning to the speaking performance of eleventh-grade students at four Madrasah Aliyah Negeri (MAN) schools in Pekanbaru. Using a correlational quantitative design, data were collected from 106 students selected via cluster random sampling. The instruments consisted of two adapted questionnaires measuring self-efficacy and self-regulated learning, and a rubric-based speaking test assessing vocabulary, fluency, comprehension, grammar, and accent. The data were analyzed using multiple linear regression after meeting the required assumptions of normality, linearity, and multicollinearity. The results showed that both self-efficacy and self-regulated learning made significant positive contributions to speaking performance, with self-efficacy (β = 0.444, t = 5.895, p < 0.001) and self-regulated learning (β = 0.534, t = 7.102, p < 0.001) emerging as significant predictors. The model produced an R value of 0.792 and an R² value of 0.627, indicating that the two predictors explained 62.7% of the variance in students’ speaking scores. These findings suggest that students with greater confidence in their speaking ability and a stronger capacity to plan, monitor, and evaluate their learning tend to demonstrate higher speaking performance. The study suggests that pedagogical practices that promote learners’ confidence and self-regulated learning may support the development of speaking proficiency in EFL classrooms.
Sustaining the Reading Current: Cognitive, Behavioral, and Emotional Engagement among Indonesian EFL University Students Jaya, Sinarman; Leffi Noviyenty
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.34005

Abstract

Reading engagement remains a critical concern in Indonesian EFL higher education, where students are required to engage with dense academic texts despite limited sustained reading practices. Although previous studies have examined reading motivation and strategies, less attention has been given to how cognitive, behavioral, and emotional engagement interact to sustain academic reading. This study investigated multidimensional reading engagement among Indonesian EFL university students through the lens of Directed Motivational Currents. A convergent mixed-methods design was employed, involving 110 third-semester students from four universities in Bengkulu, Indonesia, of whom 20 participated in semi-structured interviews. Quantitative data were analyzed using descriptive and correlational statistics, while qualitative data were examined through thematic analysis and integrated through triangulation. The findings revealed a high level of overall reading engagement, with emotional engagement emerging slightly higher than cognitive and behavioral engagement. Perceived progress in comprehension, alignment with future academic and professional goals, emotional satisfaction, and structured reading practices were identified as key factors supporting sustained engagement. Interview data further showed that students maintained engagement by segmenting complex texts, setting reading routines, monitoring comprehension, and connecting reading tasks to future-oriented goals. These findings suggest that EFL academic reading engagement is not driven by obligation alone but by the dynamic interaction of emotional reinforcement, goal-directed motivation, and strategic regulation. Pedagogically, EFL instructors should design reading activities that include explicit strategy training, manageable text segmentation, progress-based feedback, and goal-oriented scaffolding to sustain students’ engagement with academic texts.
“I Believe I Can Speak”: English-Speaking Self-Efficacy and Its Sources among Indonesian High School Students Indarto, Christina Helen; Subekti, Adaninggar Septi
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.31552

Abstract

English-speaking self-efficacy (E-SSE) plays a crucial role in EFL learning because students’ willingness to speak is shaped not only by linguistic knowledge but also by their belief in their ability to communicate successfully. This study examined Indonesian senior high school students’ level of E-SSE and identified the factors contributing to its development. Using a mixed-methods design, data were collected from 160 students at a private senior high school in Java, Indonesia, through a paper-based E-SSE questionnaire and semi-structured interviews. Six students were purposively selected for interviews based on their self-efficacy levels, representing low, moderate, and high categories. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The findings showed that students generally reported a moderate level of English-speaking self-efficacy, indicating that their confidence in speaking English was present but not yet stable across speaking situations. Students felt relatively more capable of speaking with emotion and using appropriate language, but less confident when speaking fluently, speaking under nervous conditions, or responding to unfamiliar topics. Three contributing factors emerged from the qualitative data. Encouragement from family and friends strengthened students’ confidence; observing others’ success was both inspiring and intimidating; and positive self-talk helped students manage self-doubt and sustain belief in their speaking ability. These findings suggest that E-SSE is shaped by social support, interpretation of peer models, and learners’ internal regulation. Pedagogically, teachers should provide low-anxiety speaking tasks, constructive peer encouragement, guided reflection, and positive self-talk activities to strengthen students’ speaking confidence.
Can AI Prompts Scaffold Critical Thinking in EFL Academic Writing? A Qualitative Case Study Muhammad Deni Irkhamil Maulana; Widyantoro, Agus
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.31762

Abstract

Generative AI is increasingly used in EFL academic writing, yet its pedagogical value depends on whether students use it as a tool for thinking or merely as a shortcut for text production. This study explored how generative AI prompts functioned as cognitive scaffolding in EFL students’ academic writing, particularly in relation to idea development, writing organization, engagement, and critical thinking. Using a qualitative case study design, the study involved 10 undergraduate EFL students enrolled in a second-semester Academic Writing course at a university in Malang, Indonesia. Data were collected through classroom observations, screen-recorded writing sessions, students’ writing documents, semi-structured interviews, and reflection journals, and were analyzed using reflexive thematic analysis. The findings revealed that generative AI prompts supported students by activating initial ideas, clarifying concepts, and helping them organize writing into more coherent and logical structures. AI prompts also reduced hesitation and increased students’ confidence during the writing process by offering immediate support when they felt stuck. However, the findings also showed a risk of overreliance, as some students copied or minimally revised AI-generated text without sufficient evaluation. More reflective students used AI prompts to compare ideas, identify weaknesses, evaluate paragraph connections, and revise arguments more purposefully. These findings suggest that generative AI prompts can serve as cognitive scaffolding when they encourage planning, evaluation, and reflective revision, but they may weaken students’ intellectual ownership when used passively. To maximize their value in EFL academic writing, AI-assisted instruction should include explicit prompt literacy, critical evaluation of AI responses, revision-based tasks, and teacher-guided reflection so that students write with AI rather than by AI.
Digital Storytelling in Elementary EFL Classrooms: Students’ Multidimensional Engagement and Teachers’ Pedagogical Challenges Ni Made Ratminingsih; Luh Gede Eka Wahyuni; Made Hery Santosa
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.31917

Abstract

Digital storytelling has the potential to strengthen English literacy in EFL elementary classrooms by fostering meaningful student engagement. This study explores upper-grade elementary students’ perceptions of digital storytelling through cognitive, affective, and behavioral engagement, as well as teachers’ pedagogical challenges in its implementation. Using an interpretative phenomenological case study design, the study involved 21 students from Grades 4–6 and three English teachers at a public elementary school in North Bali, Indonesia. Data were collected through semi-structured interviews and analyzed using interpretative phenomenological analysis. The findings indicate that students perceived digital storytelling positively, showing developmental progression from basic linguistic understanding to higher-order engagement, increased motivation, active participation, and emerging learning transfer. Digital storytelling was perceived to support vocabulary learning, comprehension, and collaboration through multimodal learning experiences. However, teachers encountered pedagogical challenges related to content selection, preparation time, learner diversity, technological constraints, and classroom management. Despite these challenges, teachers demonstrated adaptive practices through scaffolding, peer tutoring, collaborative planning, and flexible use of digital resources. The study highlights the importance of teachers’ adaptive pedagogy in optimizing digital storytelling for English literacy development.
How Images and Words Tell Stories Together: A Functional Multimodal Analysis of Let’s Read Digital Picturebooks Jaelani, Alan; Zuriyati; Anwar, Miftahulkhairah
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.31986

Abstract

Although digital picturebooks have attracted increasing scholarly attention, relatively few studies have systematically applied functional image–text relation models to examine how meaning is multimodally organized, particularly in Southeast Asian open-access digital publishing contexts. This study investigates how visual and verbal modes are structurally coordinated in digital children’s literature by analyzing image–text relations and logico-semantic patterns in three adventure-themed storybooks published on the Let’s Read platform: A Cry by the Lake, Run Away to the Stars, and Which Route is Faster? Drawing on Martinec and Salway’s (2005) framework, which extends Halliday's logico-semantic principles to visual–verbal interaction, the study employs a qualitative multimodal discourse analysis. Each page containing a co-present illustration and written text was treated as a multimodal unit of analysis, resulting in a corpus of 50 pages. The findings indicate a recurrent preference for equal–complementary image–text relations, in which visual and verbal modes work interdependently to construct narrative meaning without clear modal dominance. Across the corpus, expansion relations, particularly elaboration and causal enhancement, emerge as prominent strategies for organizing narrative development, while projection–idea relations are concentrated in scenes involving imagination, reflection, and emotional realization. These patterns suggest that the selected digital picturebooks are semiotically designed to support narrative coherence and to represent experiential and interpersonal meanings through patterned visual–verbal coordination. The study highlights the analytical value of functional multimodal frameworks for examining children’s digital literature and offers theoretically grounded insights into image–text design practices in Southeast Asian open-access publishing.

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