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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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Enhancing Speaking Proficiency and Learning Motivation through Integrated Active Learning Tasks in Secondary EFL Classrooms Rampeng; Sujariati; Wanci, Risman
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.v10i1.32291

Abstract

Speaking proficiency in EFL classrooms requires more than linguistic knowledge; it depends on sustained opportunities for interaction, participation, and meaningful language use. This study investigated the effects of integrated active learning tasks on secondary students’ speaking proficiency and learning motivation in Indonesian EFL classrooms. Using a quasi-experimental sequential explanatory mixed-methods design, the study included 60 students from two state senior high schools in Makassar, Indonesia, who were divided into an experimental group and a control group. The experimental group received integrated active learning tasks, including role-plays, problem-solving discussions, peer interviews, project-based presentations, and reflective group activities. In contrast, the control group received conventional teacher-centered instruction. Data were collected through speaking pre- and post-tests, a motivation questionnaire, classroom observations, semi-structured interviews, and teaching materials. Quantitative data were analyzed using descriptive statistics, paired and independent-sample t-tests, effect sizes, and correlation analysis, while qualitative data were analyzed thematically. The findings showed that the experimental group achieved substantial improvement in speaking proficiency, particularly in fluency, vocabulary use, and overall performance. Motivation also increased significantly, with the strongest gains in task engagement and intrinsic motivation. Classroom observations and interviews revealed higher participation, more balanced peer collaboration, increased target-language use, and stronger reflective engagement. Positive correlations between motivation and speaking gains further indicated that students who became more motivated and engaged tended to show greater improvement in speaking. These findings suggest that integrated active learning tasks can transform speaking instruction from teacher-dominated performance practice into a more participatory, motivating, and communicative learning process.
From Curriculum Reform to Classroom Readiness: Elementary Teachers’ Perspectives on Deep Learning in Indonesia’s Merdeka Curriculum Maghfiroh, Ana; Harmanto, Bambang; Mustikawati, Diyah Atiek; Lathifah; Hesti Rokhaniyah
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.v10i1.32777

Abstract

The integration of deep learning into Indonesia’s Merdeka Curriculum reflects a broader shift from curriculum reform to classroom readiness, requiring teachers to translate policy aspirations into meaningful instructional practice. However, this transition depends not only on teachers’ acceptance of reform but also on their conceptual understanding, pedagogical readiness, and access to institutional support. This study explores elementary school teachers’ perspectives on curriculum reform, their understanding of deep learning, and their readiness to implement deep learning-oriented instruction within the Merdeka Curriculum. Using a qualitative exploratory design supported by descriptive questionnaire data, the study involved 18 elementary school teachers and one school principal. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings show that most teachers perceived curriculum reform positively because it promotes flexibility, student-centred learning, character development, and twenty-first-century competencies. Teachers also demonstrated a relatively strong understanding of deep learning, associating it with higher-order thinking, real-world application, student engagement, and meaningful learning experiences. However, their readiness remained conditional, given unclear technical guidance, challenges in lesson planning and assessment design, administrative workload, limited resources, and the need for practical professional development. The findings suggest that deep learning-oriented reform cannot be realised through policy change alone. Its classroom implementation requires stronger alignment among curriculum expectations, teacher capacity building, school leadership, instructional resources, and reduced administrative burdens. This study contributes to curriculum reform discourse by highlighting how teacher readiness mediates the translation of deep learning policy into classroom practice in Indonesian elementary education.
Transforming Reading into Digital Performance: Instagram-Based Oral Retelling for EFL Reading Comprehension Nuraeningsih; Rusiana; Syafei, Muh.; Nkomo, Sibhekinkosi Anna; Taspinar, Kurt Havva
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.v10i1.32967

Abstract

Reading comprehension in EFL contexts requires students to move beyond locating explicit information toward actively reconstructing and communicating textual meaning. This study investigated the effectiveness of Instagram-based oral retelling in improving EFL students’ reading comprehension and explored students’ perceptions of the learning experience. Using a mixed-methods design, the study employed a pre-experimental one-group pre-test and post-test design supported by open-ended reflective questionnaire responses. The participants were 32 second-semester EFL undergraduate students from a private university in Kudus, Central Java, Indonesia. During a five-week intervention, students read narrative texts, prepared oral retellings, recorded videos, posted them on Instagram, and received feedback from the lecturer. Quantitative data from the reading comprehension pre-test and post-test were analyzed using a paired-sample t-test, while qualitative responses were analyzed thematically. The results showed a significant improvement in students’ reading comprehension, with the mean score increasing from 71.25 in the pre-test to 82.66 in the post-test. The paired-sample t-test confirmed a statistically significant difference, t(31) = -9.397, p < .001. Students’ reflective responses indicated that Instagram-based oral retelling made reading more engaging, purposeful, and interactive. The activity encouraged repeated reading, vocabulary awareness, pronunciation practice, confidence building, creativity, and peer interaction. However, students also reported challenges, including unstable internet connections, long video-uploading times, unfamiliar vocabulary, pronunciation difficulties, and initial embarrassment when posting videos publicly. These findings suggest that Instagram-based oral retelling can transform reading comprehension practice into a more active, multimodal, and audience-oriented learning experience when supported by clear guidance, technical flexibility, and appropriate linguistic scaffolding.
Can Quizizz Support Legal English Learning? Evidence from Law Students and Lecturers Nhac, Thanh-Huong; Nguyen Dang, Nguyet-Huong
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.v10i1.33011

Abstract

Technology-enhanced learning tools are increasingly used to support interactive and student-centered instruction in higher education, yet their role in discipline-specific English courses remains insufficiently examined. This mixed-methods descriptive study investigated law students’ and Legal English lecturers’ perceptions of Quizizz as a supplementary tool for Legal English instruction. The study involved 178 law students from Cohorts 46 and 47 who completed a 16-item five-point Likert-scale questionnaire and three Legal English lecturers who participated in semi-structured interviews. Quantitative data were analyzed using SPSS 26.0 to calculate item means and standard deviations. In contrast, qualitative interview data were analyzed thematically to explain lecturers’ experiences of using Quizizz in Legal English lessons. The findings showed that students generally perceived Quizizz positively, especially for reviewing Legal English vocabulary and terminology, supporting flexible practice, providing immediate feedback, and increasing motivation. The highest-rated item was the effectiveness of Quizizz for learning and reviewing Legal English vocabulary and terminology, indicating that students viewed the platform as particularly useful for repeated exposure to specialized legal language. Lecturers also considered Quizizz practical for reinforcing lesson content, conducting formative assessment, monitoring students’ progress, and making terminology review more engaging. However, both students and lecturers identified several limitations, including unstable internet connection, limited device access, the time required to design suitable quizzes, and Quizizz’s restricted capacity to assess complex Legal English skills such as speaking, writing, legal reasoning, and argument construction. These findings suggest that Quizizz can support Legal English instruction when used as a supplementary tool for vocabulary review, grammar practice, formative assessment, and self-paced learning. However, it should be combined with the lecturer's explanation, legal case discussions, and productive language tasks to promote deeper ESP learning.
From Curriculum Ideals to Textbook Practice: Learner Autonomy in Indonesia’s Government-Issued EFL Textbook Berlin, Astri Winandari; Wirza, Yanty
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.v10i1.33058

Abstract

Promoting learner autonomy has become increasingly important in EFL education, particularly within curriculum reforms that emphasise student-centred learning, flexibility, and lifelong learning. In Indonesia, Kurikulum Merdeka positions students as active and independent learners; however, the extent to which this curricular orientation is reflected in government-issued English textbooks remains underexplored. This study examines how learner autonomy is facilitated in Work in Progress, a Grade 10 EFL textbook developed to support the implementation of Kurikulum Merdeka. Using qualitative textbook evaluation, the study analysed 73 activities from the first three chapters, including the Task, Chapter Review, Reflection, Assessment, and Enrichment sections. Nunan’s five-level framework for implementing autonomy (Awareness, Involvement, Intervention, Creation, and Transcendence) served as the analytical lens. The findings indicate that Work in Progress supports learner autonomy at four levels: Awareness, Involvement, Intervention, and Transcendence. Nevertheless, the Creation level is absent, suggesting that students are rarely positioned as designers of their own learning goals, tasks, or materials. The analysis further reveals that autonomy support is unevenly embedded across the textbook. While most core task activities emphasise awareness-building and guided learning, higher-level autonomy appears mainly in the Assessment and Enrichment sections. These findings suggest that, although the textbook reflects some principles of learner-centred curriculum reform, its facilitation of learner autonomy remains partial rather than systematic. The study highlights the need for future EFL textbook development to integrate more student-led, choice-based, and self-directed activities into core instructional sections.
AI-IDLE-Enabled Practice as a Transfer Mechanism for Speaking Anxiety Reduction in Pakistani ESL Contexts Ahmad, Waqas; Nurkamto, Joko; Drajati, Nur Arifah
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.v10i1.33608

Abstract

AI-mediated Informal Digital Learning of English (AI-IDLE) is increasingly relevant for ESL learners who need low-pressure opportunities to practise speaking beyond formal classrooms. This qualitative descriptive study explored how Pakistani adult ESL learners perceived the role of AI-based applications in managing speaking anxiety and strengthening speaking self-efficacy. The study involved ten undergraduate ESL learners at the University of Swabi, Khyber Pakhtunkhwa, Pakistan, who used ChatGPT, Copilot, and Grok for informal English practice. Data were collected through participant-generated artifacts, including 44 AI chat screenshots and 78 minutes of voice-chat recordings, as well as semi-structured interviews totaling 238 minutes and 27 seconds. The data were analyzed using systematic thematic analysis. The findings revealed that learners perceived AI-IDLE as a safe and supportive rehearsal space where they could practise speaking, make mistakes, receive corrective feedback, and prepare for classroom tasks without fear of ridicule or negative judgment. Repeated AI-guided practice through role-play, vocabulary rehearsal, pronunciation work, and pre-presentation preparation helped learners develop perceived communicative competence and stronger speaking self-efficacy. These gains were associated with reduced pre-task anxiety before presentations, vivas, tests, and academic interviews. However, AI rehearsal did not fully remove anxiety rooted in classroom social hierarchies, peer judgment, high-stakes assessment, and unequal speaking opportunities. The study suggests that AI can serve as a meaningful speaking partner in ESL learning when used as an informal rehearsal tool, supported by teacher feedback, ethical guidance, and learner-driven practice routines.
Mapping a Decade of EFL Writing Instruction Research: A Bibliometric and Systematic Review of Pedagogical Trends, Challenges, and Emerging Directions Hardiyanto, Asep; Sunyono; Hariri, Hasan; Suyatna, 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.v10i1.33770

Abstract

Research on English as a Foreign Language (EFL) writing instruction has expanded substantially over the last decade, reflecting growing interest in pedagogical innovation, learner-centered instruction, feedback practices, and technology-mediated writing. However, the field remains fragmented, as existing studies often examine isolated instructional strategies, learner populations, or digital interventions without offering an integrated view of its intellectual structure and pedagogical development. This study maps and synthesizes Scopus-indexed research on EFL writing instruction published between 2015 and 2024 through an integrated bibliometric analysis and systematic literature review. A total of 1,030 journal articles were analyzed bibliometrically using Biblioshiny and VOSviewer to examine publication trends, influential authors, source journals, contributing countries, citation patterns, and keyword co-occurrence networks. Following PRISMA 2020 guidelines, 82 empirical studies were further selected for qualitative synthesis. The findings reveal a steady increase in EFL writing instruction research, with accelerated growth between 2021 and 2024. Genre-based, process-oriented, and strategy-based instruction emerged as dominant pedagogical approaches, while sociocultural, cognitive, sociocognitive, and self-regulated learning frameworks commonly informed the field. Persistent challenges include learners’ limited linguistic and rhetorical resources, writing anxiety, low confidence, instructional constraints, and feedback-related difficulties. At the same time, technology-enhanced and AI-assisted writing tools offer opportunities for feedback, collaboration, learner autonomy, and instructional innovation. This review contributes an integrated understanding of EFL writing instruction research by connecting bibliometric patterns with pedagogical and theoretical insights, while highlighting future directions for longitudinal, teacher-focused, contextually diverse, and ethically informed studies on digital and AI-supported writing pedagogy.
When Digital Vocabulary Learning Meets Student Engagement: Comparing HyperCard and Hypertext Models in EFL Classrooms Munawaroh, Tatu; Meliyawati; Suryadi
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.v10i1.33909

Abstract

Vocabulary mastery is essential for English as a Foreign Language (EFL) learners because it supports reading comprehension, listening accuracy, writing fluency, and oral communication. However, vocabulary instruction is still frequently dominated by memorization and decontextualized exercises, which may limit students’ lexical development and engagement. This study examined the effects of HyperCard and hypertext learning models on students’ vocabulary mastery by considering different levels of student engagement. A quantitative experimental design with a 2×3 factorial arrangement was employed. The participants were 100 eleventh-grade students from a senior high school in Pandeglang, Indonesia, selected from a population of 245 students. Data were collected through vocabulary pre-tests and post-tests and a student engagement questionnaire. The data were analyzed using descriptive statistics, two-way ANOVA, and Tukey’s post-hoc test. The findings showed that the learning model had a significant effect on students’ vocabulary mastery, with the HyperCard model producing higher post-test scores than the hypertext model. Student engagement also significantly affected vocabulary mastery, as highly engaged students achieved better vocabulary outcomes than students with medium and low engagement. In addition, a significant interaction was found between learning models and engagement levels, indicating that the effectiveness of digital vocabulary instruction varied according to students’ engagement. These findings suggest that structured, card-based, and multimodal vocabulary learning can enhance students’ lexical development, particularly when supported by active learner engagement. The study implies that EFL teachers should integrate digital vocabulary models with instructional strategies that promote students’ attention, participation, persistence, and meaningful use of new words.
Navigating ChatGPT in EFL Academic Writing: Pre-Service Teachers’ Experiences, Concerns, and Pedagogical Reflections Anjarani, Shelia; Miftahul Furqon; Dodi Siraj Muamar Zain; Hera Septriana; Dwi Isnaeni
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.v10i1.34008

Abstract

The growing presence of generative artificial intelligence in higher education has reshaped how academic writing is learned, practised, and taught. This study explores pre-service teachers’ experiences of using ChatGPT in academic writing and examines their pedagogical reflections on its possible integration into EFL writing instruction. While previous studies have widely discussed students’ use of ChatGPT as a writing assistant, limited attention has been given to pre-service teachers, who occupy a dual position as language learners and future educators. Using a narrative inquiry design, this study involved eight EFL pre-service teachers from a private university in Indonesia. Data were collected through semi-structured interviews and analyzed thematically. The findings show that ChatGPT supported participants in generating ideas, organizing texts, improving language accuracy, and increasing writing efficiency. However, participants also expressed concerns about factual inaccuracies, fabricated references, academic integrity, and over-reliance, which may weaken creativity, learner agency, and independent thinking. Importantly, the participants did not view these challenges merely as limitations, but reframed them as pedagogical opportunities. They proposed strategies such as combining AI-assisted and AI-free writing tasks, integrating fact-checking activities, comparing AI feedback with human feedback, and encouraging students to justify their use of AI-generated suggestions. These findings suggest that pre-service teachers are developing critical pedagogical reasoning in response to generative AI. The study highlights the need to integrate AI literacy into teacher education programs to promote ethical, reflective, and pedagogically informed uses of ChatGPT in EFL academic writing classrooms.

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