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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 403 Documents
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Language Choice and Participation in Online EMI: Bilingual Practices and Perceptions at a Private Indonesian University Sri Lestari; Dwi Rosita Sari; Annabelle Bautista Fransisco
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30282

Abstract

English-medium instruction (EMI) is expanding in Indonesia through International Credit Transfer (ICT) initiatives, yet its online functioning during early internationalization remains underexplored. This study mapped lecturers’ classroom language practices and examined the attitudes of both lecturers and students toward those practices in online EMI. Using an explanatory case study, we analyzed 30 recorded lessons (five per lecturer), classroom observations, a 5-point Likert survey, and a lecturer focus group, applying content, descriptive, and thematic analyses. Lesson transcripts were coded into five language categories: English only; English–Bahasa Indonesia; English–Bahasa Indonesia–Tagalog; Bahasa Indonesia only; and Bahasa Indonesia–English. Participants included six lecturers and 141 undergraduates across six online courses (Primary Education, Biology, Accounting, Information Systems, Law) at a private Indonesian university implementing ICT in 2023–2024. Overall, English predominated: three lecturers delivered ≥95% English (L1 95.70%; L2 99.88%; L5 98.16%), while two used English–Indonesian code-mixing in about one-fifth to one-quarter of utterances (L4 21.11%; L6 22.80%). One lecturer occasionally incorporated Tagalog alongside English and Indonesian in mixed cohorts. Bilingual strategies clarified key terms and checked comprehension; however, heavy reliance on slides, with limited verbal elaboration, coincided with lower participation. About 50% of students rated EMI positively, 75% needed additional processing to understand the content, and roughly 50% reported difficulty participating in discussions. Findings support a move from English-only to intentionally designed bilingual pedagogy: targeted language-for-teaching professional development (explicit vocabulary scaffolding, multimodal explanations, interaction design, pacing, and turn-taking) and meso-level policies that legitimize judicious use of L1 in online EMI.
Empowering Early English Learning: Kindergarten Teachers’ Self-Efficacy and Instructional Strategies in Indonesia Setya Putri Rahayu; Farida Noor Rohmah
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30289

Abstract

Early exposure to English in Indonesia is increasingly recognized as a strategic foundation for children’s long-term linguistic and cognitive development. However, the inclusion of English at the kindergarten level remains non-mandatory and highly dependent on institutional readiness and teachers’ self-efficacy. This study investigates (1) how kindergarten teachers perceive their self-efficacy in integrating English as part of school activities, and (2) the efforts they undertake to insert English into classroom practices, particularly in schools where English is not part of the formal curriculum. Adopting a phenomenological qualitative design, data were collected through structured interviews and focus group discussions with 20 kindergarten teachers from three schools in Yogyakarta, Indonesia. The findings show that, while most teachers view early introduction to English as necessary to support children’s cognitive, communicative, and future academic development, their self-efficacy is constrained by limited language proficiency, insufficient training, and minimal institutional support. Teachers with longer experience demonstrated moderately stronger self-efficacy, whereas novice teachers expressed uncertainty due to the absence of systematic guidance. Despite these challenges, teachers showed initiative by incorporating simple vocabulary through multimodal activities such as songs, movement, printed visuals, and online resources—particularly TikTok—to sustain engagement. These practices, though creative, remain unstructured and highly individualized. Overall, the results highlight a paradox: teachers value early English learning but feel inadequately prepared to implement it effectively. Strengthening teachers’ self-efficacy through targeted professional development, structured pedagogical guidance, and supportive institutional environments is essential to improving the quality and consistency of early English education in Indonesia.
Ethical AI in EFL Writing Instruction: A Case Study of Lecturers’ Communication and Pedagogical Strategies Farida Noor Rohmah; Setya Putri Rahayu
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30723

Abstract

The rapid integration of large language models such as ChatGPT into higher education creates new opportunities for EFL writing instruction but also raises complex ethical and pedagogical challenges. While existing research has largely focused on students’ use of AI, comparatively little is known about how lecturers themselves navigate its ethical implications in writing classes. This qualitative case study investigates the experiences of two EFL academic writing lecturers at a private university in Yogyakarta, Indonesia. Data were generated through semi-structured interviews and document analysis of course syllabi and Learning Management System (LMS) materials, and were examined using thematic analysis. Three interrelated themes emerged: communication approaches, pedagogical strategies, and challenges identified. The lecturers used open dialogue, explicit ethical framing, and reflective discussion to position ChatGPT as a supplementary tool rather than a substitute for students’ thinking. They also designed guided exploration and scaffolded integration tasks, such as AI–human text comparison and critical evaluation of AI outputs, to foster AI literacy and metacognitive awareness. However, they reported significant obstacles, including students’ overreliance on AI-generated text, uneven AI literacy, and limited institutional guidance, with formal documents treating ChatGPT mainly as a percentage-based rubric rather than a pedagogical resource. The findings underscore the need for intentional, ethics-informed instructional design and coherent institutional policies. The study concludes that ongoing professional development and clearer AI-related regulations are essential for enabling EFL lecturers to cultivate responsible AI use and sustain academic integrity in AI-augmented writing environments.
Teachers’ Verbal Communication Strategies in Fostering Elementary EFL Students’ Willingness to Communicate Mia Refsi Choirunnisa; Lusi Nurhayati; Ari Purnawan; Nur Hidayanto Pancoro Setyo Putro
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30775

Abstract

Teachers’ verbal communication plays a central role in facilitating students’ oral participation in English as a Foreign Language (EFL) classrooms, particularly at the elementary level, where learners’ linguistic resources are still developing. This qualitative descriptive study examines the verbal communication strategies an English teacher uses to stimulate and support English-speaking participation among third-grade students in an EFL classroom. The study focuses exclusively on teachers’ verbal discourse as a form of instructional and affective support for students’ oral production. The participants consisted of one English teacher and 18 third-grade students at a private elementary school in Bandar Lampung, Indonesia. Data were collected through non-participant classroom observations and semi-structured interviews with the teacher. The data were analyzed using thematic analysis. The findings reveal four main categories of verbal communication strategies: questioning, prompting, encouragement, and feedback. Questioning and prompting emerged as the most frequently used strategies, activating prior knowledge, sustaining English use, and extending students’ oral responses. Encouragement and feedback provided affective and instructional support by reducing students’ anxiety, building confidence, and clarifying linguistic expectations. Collectively, these strategies created a supportive English-speaking classroom environment that fostered students’ willingness to communicate in English. The findings highlight the pedagogical importance of purposeful verbal communication strategies in supporting young learners’ oral participation in EFL classrooms.
Teacher Questioning Practices and Multidimensional Student Engagement in an Indonesian Primary EFL Classroom Nina Rosiana Putri; Lusi Nurhayati; Ari Purnawan; Anita Triastuti
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30776

Abstract

Teachers’ questioning plays a pivotal role in shaping classroom interaction and student engagement in English as a Foreign Language (EFL) settings, particularly in primary classrooms where learners have limited English exposure and content knowledge. In many Indonesian EFL classrooms, including those in Lampung, instructional interaction remains largely teacher-dominated, restricting students’ opportunities to participate actively in meaning-making. Responding to this issue, this qualitative case study investigates the types of questioning strategies employed by a primary EFL teacher, how these strategies are enacted in classroom interaction to stimulate student engagement, and the challenges encountered in implementing them with young learners. The participants consisted of one English teacher and eighteen third-grade students at a primary school in Lampung, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings reveal four dominant types of teacher questions—factual, probing, divergent, and higher-order—each serving distinct interactional functions. Factual questions were predominantly used to check understanding and manage lesson flow, while probing questions supported elaboration and reasoning. Divergent questions encouraged idea generation and personal connections, and higher-order questions promoted critical thinking, evaluation, and dialogic interaction. These questioning practices were found to stimulate students’ behavioral, cognitive, and emotional engagement to varying degrees. Interview data further indicate that the teacher intentionally used questioning to monitor comprehension, activate prior knowledge, scaffold participation, and foster student engagement. However, challenges emerged related to students’ limited content knowledge and the teacher’s difficulty in responding to students’ divergent questions.
Using a Digital Flashcard Application to Improve Vocabulary Mastery among Elementary EFL Learners Haryati Haryati; Muhammad Zacky Al Faraby
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.31555

Abstract

Vocabulary instruction at the elementary level in Indonesia often remains decontextualized and insufficiently aligned with learners’ cognitive and affective needs, resulting in low engagement and limited vocabulary comprehension. To address this issue, this study investigated the effectiveness of the Englishcard digital flashcard application in enhancing fourth-grade students’ vocabulary mastery. It explored students’ perspectives on its use in vocabulary learning at a private primary school. This study employed a quasi-experimental design with a mixed-methods approach. Forty-four fourth-grade students were selected through purposive sampling and divided into an experimental group (n = 20) that received vocabulary instruction using the Englishcard application and a control group (n = 20) that received conventional instruction using English textbooks. The treatment was conducted over eight instructional meetings. Quantitative data were collected through pre- and post-tests and analyzed using SPSS 26, including tests of normality, homogeneity, and independent-samples t-tests. Qualitative data were obtained through open-ended interviews with students in the experimental group and analyzed using content analysis to examine perceived opportunities and challenges of the application. The quantitative findings revealed a significant improvement in vocabulary mastery among students taught using the Englishcard application, with a Sig. (2-tailed) value of 0.000 (< 0.05), indicating that the application was practical in improving students’ vocabulary achievement. Qualitative findings further showed that students perceived Englishcard as supporting personalized learning, engagement, flexible access, and diverse learning styles. Nevertheless, challenges related to repetitive activities, motivation, and technical barriers, such as internet connectivity, were also identified. the findings suggest that the Englishcard application is an effective supplementary tool for vocabulary instruction when supported by appropriate teacher guidance and infrastructure, offering pedagogical implications for elementary EFL vocabulary learning in similar contexts.
Building an Ethos of Poetry Pedagogy among Pre-service Teachers through Mock Lesson Experiences within the Poetry-Teaching (POT) Framework: Metrophobia or Metrophilia? Şakire Erbay Çetinkaya
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32165

Abstract

Despite the documented potential of poetry for emotional and personal development and expression in foreign language instruction, the genre is the least popular one. The side-lined nature of poetry pedagogy in English language instruction necessitates further studies exploring its systematic integration to revitalise it. The current case study is part of a larger-scale project on concrete teaching experiences, reflections, insights, new learnings, and realisations, as well as future intentions, of a convenience sample of 39 third-grade pre-service teachers (F=24; M=15). They conducted mock lessons within the six-stage Poetry Teaching Framework (POT) in a two-term required methodology course. POT initially covers six stages, namely, Tune-in, Basic Comprehension, Detailed Analysis, Cultivation, Bridge, and Reflection. The current case study partially focused on participants’ possible evolution from metrophobia to metrophilia, namely love for poetry, as well as perceptions. The qualitative data were gathered with a final self-report in the form of an open-ended questionnaire, for such self-administered tools could offer the participants the freedom of expression, thereby resulting in in-depth and authentic data. The process was reported to transform pre-service teachers’ existing indifference to poetry. Despite their emerging positivity, cautious and conditional optimism was tracked for several challenges, including complex and archaic language, irrelevance to curricular objectives, lack of teacher interest and related knowledge, perceived risk of resulting in student boredom, the challenging nature of the POT, and lack of real teaching experience. To alleviate teacher metrophobia, the study concludes with suggestions in line with the findings of the current research for pre-service teacher educators.
Multimedia-Supported Genre-Based Instruction in EFL Reading: A Systematic Review Nina Puspitaloka; Ermanto; Yetti Zainil
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32238

Abstract

The increasing prominence of multimodal texts in digital learning environments has intensified the need for EFL reading instruction that integrates linguistic, visual, and interactive meaning-making. While the Genre-Based Approach (GBA) is well established for scaffolding genre awareness and literacy development, and multimedia is widely recognized for enhancing engagement and comprehension, research examining their integration remains fragmented. Addressing this gap, this study reports a Systematic Literature Review (SLR) of 35 empirical studies published between 2018 and 2025, conducted in accordance with the PRISMA 2020 guidelines. The review investigates (1) the pedagogical affordances and limitations of integrating interactive multimedia within GBA for EFL reading instruction and (2) the global implications of these insights for EFL pedagogy in digitally mediated contexts. The synthesis reveals that multimedia-supported GBA affords enhanced learner engagement and motivation, strengthened genre awareness through scaffolded instructional stages, improved reading comprehension via multimodal reinforcement, increased cultural relevance through localized materials, and support for higher-order cognitive processing. However, recurring limitations were also identified, including insufficient teacher preparedness, unequal access to digital resources, superficial use of multimedia as supplementary add-ons rather than pedagogically embedded scaffolds, and a lack of longitudinal evidence on sustained literacy development. Synthesizing evidence across diverse educational contexts, this review highlights the global relevance of multimedia-supported GBA while emphasizing the conditions necessary for its practical and equitable implementation.
Integrating Gligglish AI into Project-Based Learning to Improve Speaking Skills of Non-English Major EFL Students Ari Fajria Novari; Vasco Delano
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32518

Abstract

This study examines the effectiveness of integrating Project-Based Learning (PBL) with Gligglish AI in improving the English-speaking skills of second-semester students in the Information Systems Research Program at a private university in Indonesia. In this context, many students experience persistent challenges in speaking development, including linguistic difficulties such as limited vocabulary, grammatical control, and pronunciation accuracy, as well as psychological barriers such as low self-confidence and fear of making mistakes. The study employed a mixed-methods sequential explanatory design. Quantitative data were collected through pre- and post-test assessments using a validated speaking performance rubric. In contrast, qualitative data were obtained through semi-structured interviews to explore students’ learning experiences and perceptions. The instructional intervention involved implementing Project-Based Learning activities supported by Gligglish AI, which facilitated interactive speaking practice, pronunciation feedback, and opportunities for autonomous learning. The participants were two intact classes (n = 52), divided into an experimental and a control group. The quantitative findings indicate substantial improvements in students’ speaking performance following the intervention, with fluency increasing by 31.4%, pronunciation by 28.6%, grammar by 24.8%, and vocabulary by 26.7%. The most pronounced improvement was observed in overall speaking performance, which increased by 47.8% from the pre-test to the post-test. Qualitative findings further reveal that students perceived the integration of PBL and Gligglish AI as engaging, relevant to their academic field, and effective in enhancing confidence, motivation, and active participation. These findings suggest that integrating AI-assisted speaking tools within a project-based learning framework offers a promising instructional approach for improving English-speaking skills in private higher education contexts.
To What Extent Can Problem-Based Learning Drive Students’ Critical Writing Skills? Moh. Yamin; Vivi Aulia
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32645

Abstract

This study investigates the extent to which Problem-Based Learning (PBL) can enhance students’ critical writing skills in an English as a Foreign Language (EFL) context. Eleven undergraduate students participated in the study and produced a critical writing assignment that served as the primary data source. Using a descriptive qualitative design, the analysis focused on examining how students formulated research problems, constructed thesis statements, and developed arguments, counter-arguments, evidence, and interpretations within their essays. Manual coding was applied to identify recurring patterns of critical thinking indicators, followed by content analysis to interpret the depth and coherence of students’ written responses. The findings reveal that PBL provides a meaningful scaffold for strengthening higher-order thinking and guiding students to move beyond descriptive writing. Most students demonstrated improvement in identifying issues, articulating them as topic sentences, and developing logically connected discussions supported by reasoning and data. Although variations in writing quality were evident, the overall results indicate that PBL fosters critical engagement, enhances argumentative organisation, and supports learners’ development of analytical perspectives in writing. These findings suggest that PBL is a promising pedagogical approach for cultivating students’ critical writing competence and call for further research on integrating PBL-based critical thinking instruction in EFL writing classrooms.

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