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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 416 Documents
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Teachers’ Adaptive Agency in Project-Based Learning: Belief–Practice Alignment in Secondary Education Novika Amalia; Richard Ferry Nugraha; Muhammad Subhan Fikri; Emeral Emeral; Dellis Pratika; Bahing Bahing
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.v9i3.32667

Abstract

Project-Based Learning (PjBL) has been widely promoted as a student-centered pedagogy that supports the development of 21st-century skills; however, its effectiveness depends largely on how teachers’ beliefs are translated into classroom practice. This study examines high school teachers’ beliefs and practices related to PjBL across three interconnected dimensions: professional development (training), classroom implementation, and reflection. Employing an explanatory sequential mixed-methods design, quantitative data were collected through a questionnaire administered to 36 high school teachers in Katingan Regency, Central Kalimantan, followed by semi-structured interviews with three selected participants to explore belief–practice alignment and contextual influences in greater depth. Quantitative findings revealed consistently high mean scores for both beliefs and practices across all three dimensions, indicating a generally strong alignment between teachers’ conceptual endorsement of PjBL and their reported enactment. However, areas of partial misalignment emerged in practices requiring sustained autonomy and long-term pedagogical change, particularly self-directed professional development, facilitation of student agency and project authenticity, and the systematic integration of reflective insights into future lesson planning. Qualitative findings confirmed that while teachers value PjBL and adapt it flexibly to classroom realities, structural constraints, such as curriculum demands, limited training continuity, and assessment pressures, limit deeper implementation. The study concludes that teachers demonstrate adaptive agency in implementing PjBL, with belief–practice alignment strengthened when supported by institutional facilitation, mentoring, and reflective cultures. Sustained professional development and contextual support are therefore essential to move PjBL beyond procedural adoption toward a more profound, transformative pedagogical practice.
Needs Analysis for Developing Culturally Responsive Narrative Reading Materials for Junior High School EFL Learners Wineka Satya; Rita Inderawati; Sary Silvhiany
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.v9i3.32725

Abstract

This study examines the needs of junior high school students for developing English narrative reading materials that integrate local culture, drawing on perspectives from both learners and teachers. Data were collected through questionnaires and semi-structured interviews and analysed using a combination of quantitative and qualitative approaches. The findings indicate that students perceive English as necessary to support their academic development and future opportunities, yet most demonstrate only basic proficiency. Students reported difficulties understanding narrative texts, particularly with vocabulary, identifying main ideas, and organising events. Narrative text emerged as the most frequently requested genre, and students preferred multiple-choice and short-essay assessments. The study also found a strong need for materials that reflect students’ learning contexts, as they possess limited knowledge of local cultural heritage and currently have no access to English reading materials that incorporate local culture. Both students and teachers emphasised that integrating local cultural content, especially folklore, would not only strengthen language competence but also enhance motivation and cultural awareness. Based on these findings, the development of supplementary narrative reading materials grounded in local culture is recommended to ensure alignment with students’ proficiency levels, address reading comprehension challenges, and foster meaningful, culturally responsive learning experiences.
Flow Experience in Extensive Reading: Indonesian EFL Students’ Perceptions and Enabling Conditions Fenty L. Siregar; Henni
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.v9i3.32881

Abstract

Flow experience (FE) refers to an optimal psychological state characterized by deep involvement, enjoyment, and a sense of control during an activity. Although extensive reading (ER) is widely recognized for supporting language development, less is known about the psychological conditions that sustain learners’ engagement in ER, particularly in Indonesian EFL contexts. This study investigated Indonesian EFL students’ perceptions of FE during a two-semester ER program and examined the internal and external conditions that enabled or hindered flow. Thirty-six undergraduate English Literature students at a private university in West Java participated in the study while completing ER using the XReading platform across two consecutive semesters. A mixed-methods design was employed. Quantitative data were collected at the end of each semester using a 36-item Flow State Scale covering nine dimensions of flow. Qualitative data were then gathered through semi-structured interviews with six purposively selected students representing diverse ER achievement patterns, complemented by document analysis of XReading logs and ER-related written tasks. Results indicated that students generally experienced high levels of flow in both semesters, with higher overall flow reported in the second semester. The largest increase was observed in skill–challenge balance, suggesting that sustained ER participation strengthened learners’ ability to select texts that matched their developing proficiency. Across both semesters, book content emerged as the most influential external condition, while mood and concentration were the most salient internal conditions. Interview findings further highlighted learner autonomy in selecting texts and managing reading routines as central to students’ sense of control and immersion, although competing academic and personal demands could disrupt flow. The findings suggest that two-semester ER programs can foster sustained flow when learners have access to engaging, level-appropriate texts and meaningful autonomy, supported by teacher guidance to help students regulate attention and affect.
Rethinking Communicative Language Teaching (CLT-Based): Developing a Contextualized Model for Non-English Major University Students Sujariati; Risman Wanci; Rampeng; Nurdevi Bte Abdul
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34157

Abstract

Communicative competence has become a central objective of English language teaching in higher education; however, many non-English major students continue to experience difficulties in developing speaking proficiency because classroom instruction often relies on decontextualized communication tasks that are disconnected from learners’ academic and social realities. Addressing this gap, this study aimed to develop and evaluate a Contextualized Communicative Language Teaching (CCLT) model and its accompanying speaking materials to enhance speaking instruction for non-English major students. The study employed a Research and Development (R&D) design adapted from the ADDIE framework, encompassing needs analysis, model and material development, expert validation, limited try-out, revision, and field implementation. The participants consisted of non-English major university students, English lecturers, and expert validators. Data were collected through questionnaires, validation sheets, observation, speaking performance assessments, and interviews, and analysed using descriptive statistics and qualitative thematic analysis. The findings indicate that the developed CCLT model achieved a high level of content and pedagogical validity based on expert evaluation and was perceived as practical and relevant by both lecturers and students. Field implementation further demonstrated notable improvements in students’ speaking performance, particularly in fluency, interaction, confidence, and contextual language use. Integrating authentic communicative tasks with learners’ disciplinary and everyday contexts enabled students to engage more actively in meaningful communication. These findings suggest that the CCLT model provides a pedagogically sound and context-sensitive framework for speaking instruction and offers an effective alternative for enhancing communicative competence among non-English major learners in higher education.
From AI Assistance to Evidence-Based Inquiry: Developing an AI-Supported Problem-Based Learning Model for EFL Academic Reading Yuswin Harputra; Elissa Evawani Tambunan; Yulia Rizki Ramadhani
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34176

Abstract

Artificial intelligence (AI) can support academic reading, yet its instructional value depends on whether students use it to interrogate texts or merely obtain ready-made answers. This study developed and preliminarily evaluated an AI-supported Problem-Based Learning (PBL) model designed to promote evidence-based inquiry in EFL academic reading. Following the ADDIE framework, the study produced a six-session instructional module and a structured prompting protocol that guided students to formulate questions, examine textual evidence, evaluate arguments, and reflect on their interpretations. The model was implemented with 22 undergraduate EFL students enrolled in an Academic Reading course at a public university in Indonesia. Data were collected through expert validation, pre- and post-intervention academic reading assessments, a student perception questionnaire, classroom observations, AI-interaction logs, and reflective justification sheets. Quantitative data were analysed using descriptive statistics and a paired-samples t-test, while qualitative data were examined thematically. Students’ mean academic reading score increased from 61.45 to 81.32, with a statistically significant difference between the pretest and posttest scores, t(21) = 9.42, p < .001. The most substantial improvements occurred in coherence evaluation and inferential reasoning. Questionnaire, observational, and interaction-log data also indicated positive student perceptions and progressively greater engagement in inferential questioning, textual justification, argument evaluation, and reflective revision. These findings suggest that structured AI-supported PBL may help shift students’ use of AI from answer seeking toward evidence-based academic inquiry. Nevertheless, the small single-institution sample, absence of a comparison group, and lack of direct cognitive-load measurement require the findings to be interpreted as preliminary.
A Structural Model of L2 Speaking Confidence: The Roles of Reticence and Pronunciation Anxiety in Indonesian EFL Contexts Reski Yusrini Islamiah Yunus; Musliadi
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34748

Abstract

This study addresses the role of affective factors in shaping learners’ oral communication in English as a Foreign Language (EFL) contexts, where psychological barriers often hinder speaking performance. Drawing on Second Language Acquisition perspectives that emphasize the interplay among affective variables, reticence, anxiety, and self-perceptions in language learning, this study examines the structural relationships among L2 reticence, pronunciation anxiety, and L2 speaking confidence, with a particular focus on the mediating role of pronunciation anxiety. A quantitative correlational design was employed involving 141 university-level EFL learners from three higher education institutions in Indonesia. Data were collected through a self-administered questionnaire and analysed using Structural Equation Modelling with SmartPLS 4. The results indicate that L2 reticence significantly predicts pronunciation anxiety, confirming a strong positive association between learners’ reluctance to communicate and pronunciation-related anxiety. However, the direct effects of pronunciation anxiety and reticence on L2 speaking confidence were not statistically significant, and the mediating role of pronunciation anxiety was not supported. These findings indicate that the proposed direct and indirect pathways linking reticence and pronunciation anxiety to speaking confidence were not statistically supported in the present sample. The study contributes to the growing body of research on affective factors in Second Language Acquisition by providing empirical evidence from the Indonesian EFL context and highlighting the need for further investigation into the factors associated with learners’ speaking confidence.
Integrating Digital Storybooks and Gamified Quizzes for Vocabulary Mastery and Reading Comprehension Sherlyanastasya Deby; Sri Wahyuni; Ririn Ambarini
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34802

Abstract

Despite the growing adoption of digital technologies in English as a Foreign Language (EFL) education, limited empirical evidence exists on how narrative-based learning and gamified assessment can be integrated to simultaneously strengthen vocabulary mastery and reading comprehension, particularly in vocational education. To address this gap, this study examined the effectiveness of integrating digital storybooks and gamified quizzes in supporting vocational high school students' vocabulary mastery and reading comprehension. A quantitative pre-experimental study employing a one-group pretest-posttest design was conducted with 30 eleventh-grade vocational students in Central Java, Indonesia. Students participated in learning activities that combined contextualized digital storybooks with gamified quizzes delivered through Wayground. Vocabulary mastery and reading comprehension were measured using a 20-item multiple-choice test administered before and after the intervention. As the data were not normally distributed, the Wilcoxon Signed-Rank Test was employed to compare students' pretest and posttest scores. The findings revealed a statistically significant improvement (Z = −4.810, p < .001), with the mean score increasing from 71.67 to 91.83, while all participants demonstrated positive learning gains without negative ranks or ties. These findings indicate that integrating contextualized narrative reading with gamified formative assessment promotes meaningful learning by encouraging active engagement, repeated vocabulary exposure, immediate feedback, and deeper text comprehension. The study contributes empirical evidence supporting the pedagogical value of integrating digital storybooks and gamified quizzes as an effective instructional approach for strengthening English reading instruction in vocational EFL classrooms.
Behavioural, Cognitive, and Emotional Engagement in Task-Based Grammar Learning: A Qualitative Case Study of Indonesian EFL Undergraduates Muhammad Reza Pahlevi; Utami Widiati; Nunung Suryati; Francisca Maria Ivone; Niamika El Khoiri; Elih Sutisna Yanto
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.32939

Abstract

This qualitative case study investigated how behavioural, cognitive, and emotional engagement manifested in task-based grammar learning and how Indonesian EFL undergraduates perceived the features supporting or constraining their engagement. Five first-semester students were recruited from a class of 25 in an English education program at a public university in West Java, Indonesia. Data were collected through semi-structured online interviews and students’ storytelling drafts. Interview transcripts were analysed using a six-phase thematic analysis, while the drafts were examined as complementary evidence of students’ grammatical choices and revisions. Member checking, peer debriefing, and data-source triangulation were employed to strengthen credibility. The findings revealed that behavioural engagement was manifested through active participation, persistence, error correction, and revision. Cognitive engagement emerged through narrative planning, text comparison, monitoring of grammatical choices, connection of grammar to meaningful contexts, and strategic use of digital resources. Emotional engagement involved enjoyment, enthusiasm, confidence, challenge, and occasional stress. Students generally perceived task-based grammar learning as meaningful and motivating because contextualised storytelling, familiar topics, planning, focused feedback, and revision enabled them to use grammar for communicative purposes. Nevertheless, excessive task demands, insufficient support, and difficulty transferring grammatical knowledge from structured tasks to spontaneous communication constrained their engagement. The study demonstrates that engagement in task-based grammar learning is multidimensional, interconnected, and conditional rather than an automatic outcome of task use. Grammar instruction should therefore combine meaningful tasks with manageable challenge, appropriate scaffolding, attention to form, and opportunities for reflective revision.
Making Comparisons Visible: Effects of Venn Diagram Scaffolding on EFL Students’ Critical Reading of Analytical Exposition Texts Arinaa Sabilah Ghozali; Siti Muniroh; Niamika El Khoiri
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.33627

Abstract

Critical reading requires EFL learners to evaluate and synthesize arguments while simultaneously processing an additional language. However, limited evidence exists regarding whether Venn Diagrams can scaffold the comparative analysis of analytical exposition texts. This study investigated the effect of a scaffolded Venn Diagram strategy on Indonesian EFL students’ critical reading performance. A quasi-experimental pre-test–post-test design involved 60 Grade XI students from two intact classes at a private high school in Malang, Indonesia. The experimental group received five instructional sessions using Venn Diagrams, whereas the control group received conventional reading instruction. Critical reading was assessed using a ten-item essay test covering six cognitive levels and scored with an analytical rubric. The instrument demonstrated acceptable internal consistency (Cronbach’s α = .761), while inter-rater agreement exceeded κ = .80. Data were analyzed using descriptive statistics and independent-samples t-tests after normality and homogeneity assumptions were satisfied. The groups did not differ significantly at pre-test (p = .981). At post-test, however, the experimental group (M = 88.43, SD = 8.01) significantly outperformed the control group (M = 73.20, SD = 10.44), with a mean difference of 15.23 points, t(58) = 6.342, p < .001, Cohen’s d = 1.64. The experimental group also achieved a larger mean gain (24.47 versus 9.87 points), accompanied by substantially reduced score variability. These findings indicate that scaffolded Venn Diagrams can externalize comparative relationships and support more effective and consistent analysis, synthesis, and evaluation of argumentative texts. The study extends graphic-organizer research beyond basic comparison and supports the integration of explicit visual scaffolding into EFL critical-reading instruction.
Teacher Self-Efficacy as Situated Pedagogical Practice in Genre-Based EFL Writing Instruction Benedicta Cindy Tamara; Rojab Siti Rodliyah
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.33852

Abstract

Although the Genre-Based Approach (GBA) is widely used in EFL writing instruction, research has predominantly emphasized learner outcomes, leaving limited understanding of how teacher self-efficacy is manifested in the enactment of particular GBA stages. This qualitative single-case study investigated how an experienced Indonesian EFL teacher’s self-efficacy was reflected during the Building Knowledge of the Field (BKoF) and Modeling of Text (MoT) stages of a narrative-writing unit and examined the sources underlying her efficacy beliefs. The case involved one teacher at a junior secondary school in Bandung, Indonesia. Data were generated through three 80-minute classroom observations, pre- and post-observation semi-structured interviews, and analysis of one lesson plan. The data were analyzed thematically and interpreted through Bandura’s four sources of self-efficacy, with cross-source comparison and member checking used to strengthen trustworthiness. Four interconnected themes emerged: instructional confidence and adaptive teaching, emotional regulation and classroom stability, engagement efficacy and student interaction, and task-specific self-efficacy across GBA stages. The teacher demonstrated confidence by structuring genre activities, rephrasing explanations, employing story mapping, maintaining composure during instructional difficulties, and encouraging student participation. Her confidence, however, was not uniform: she was more assured when modeling narrative structure than when explaining grammar and past-tense forms. Mastery-related experience and affective states were the most evident sources of efficacy, whereas vicarious experience and social persuasion lacked sufficient evidence to constitute distinct themes. These findings conceptualize teacher self-efficacy as situated, adaptive, and task-dependent rather than as a stable general disposition, highlighting the need for professional development that combines GBA knowledge with targeted support for linguistic modeling and responsive instructional decision-making.

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