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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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Tracing Input Use Across Integrated EFL Assessment: Relationships Between Receptive and Productive Performance Hira Maryana; Fazri Nur Yusuf; Lulu Laela Amalia
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.v10i2.34796

Abstract

Although integrated-skills assessment more closely reflects real-world communication than discrete-skill testing, limited evidence explains how receptive and productive performances are related in Indonesian secondary EFL classrooms. This convergent mixed-methods study examined associations between listening and reading performance and writing and speaking performance and explored how learners used input during integrated assessment. Participants were 128 tenth-grade students from four intact classes at an Indonesian senior high school. They completed listening–writing, reading–writing, and reading–writing–speaking tasks, followed by reflective questionnaires; classroom observations provided additional qualitative evidence. As receptive and productive scores were non-normally distributed, Spearman’s rho was used, while qualitative data were thematically analyzed and merged with the correlations. Overall receptive and productive performance showed a very strong positive association (ρ = .949, p < .001). All skill-pair correlations were significant: listening–writing (ρ = .658), listening–speaking (ρ = .707), reading–writing (ρ = .836), and reading–speaking (ρ = .800), all p < .001. Qualitative findings explained these patterns: students reused source ideas, vocabulary, and organizational cues in written and oral responses, treated listening input as pronunciation and dialogue models, and used notes to retain and transform information. Reading was perceived as particularly useful for writing, whereas listening was more useful for speaking. These findings indicate interdependence, not causality, between receptive and productive performance. They show that integrated tasks can provide ecologically meaningful evidence of learners’ comprehension-to-production processes and support their use in secondary EFL assessment. Future validation research should separate associations generated by shared task content from those reflecting broader language proficiency.
Learning English on the Job: Workplace Interaction and Communicative Development among Indonesian Local Tour Guides Lailatul Istikomah; Umiati Jawas; Lasim Muzammil
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.v10i2.35037

Abstract

English communication is essential for local tour guides, yet limited attention has been given to how guides with little formal language education develop communicative competence through everyday tourism work. This qualitative case study explored how local tour guides at Tumpak Sewu Waterfall, East Java, acquired and used English through natural interaction, the communication challenges they encountered, and the contribution of workplace experience to their communicative development. Twenty guides with diverse educational backgrounds and one to four years of guiding experience were selected through criterion-based purposive sampling. Data were collected through semi-structured interviews and non-participant observations of authentic guiding activities and analyzed using recursive thematic analysis. The findings revealed three interconnected patterns. First, formal education generally provided only an initial linguistic foundation, whereas practical English developed through repeated interaction with international tourists, self-directed media use, personal vocabulary notes, peer practice, and the reuse of expressions encountered at work. Second, participants’ principal difficulties concerned unfamiliar accents, rapid speech, and real-time comprehension rather than vocabulary alone. They managed these difficulties by requesting repetition, inferring meaning from context, adjusting speech, using gestures, and, when necessary, consulting translation applications. Third, sustained workplace interaction strengthened tourism-related vocabulary, fluency, confidence, sociolinguistic adaptability, and strategic competence. More experienced guides tended to rely less on translation technology and more on clarification, contextual interpretation, and interactional repair. These findings position the tourism workplace as an experiential language-learning environment in which communicative competence develops through the interaction of authentic exposure, reflection, self-directed learning, and repeated practice.
Strategic Knowledge as a Selective Mechanism of Pedagogical Reasoning among Experienced EFL Lecturers Sumarta
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.v10i2.35596

Abstract

Strategic knowledge remains underexamined in EFL research and is often conflated with ordinary instructional adaptation. This qualitative multiple-case study examined how strategic knowledge shaped pedagogical reasoning and potential pedagogical content knowledge (PCK) development among five experienced EFL lecturers across five subject areas at an Indonesian state university. Data were collected over one semester using Content Representations (CoRes), Pedagogical and Professional-experience Repertoires (PaP-eRs), ten classroom observations, and post-observation interviews; detailed reasoning-chain analysis centred on CoRe and PaP-eR evidence. Framework-guided thematic analysis integrated within-case reconstruction of planned and enacted reasoning with cross-case synthesis based on Shulman’s model and six strategic-knowledge indicators. All teachers calibrated content to perceived learner characteristics, adapted instructional representations, and staged small-group-to-whole-class activities. However, the uniformity of these practices was more consistent with professional routines than with strategic knowledge. Stronger evidence emerged only when teachers recognized a conflict between pedagogical principles, diagnosed the resulting misalignment, and constructed a non-routine response. The analysis yielded a tentative four-phase sequence—evaluation, strategic diagnosis, alternative construction, and implementation—strongly evidenced in two cases, partially in one, weakly in one, and absent in one; implementation was confirmed in only one case. The findings position strategic knowledge as a selective and unevenly visible mechanism of pedagogical reasoning rather than an automatic attribute of experience. Only one case provided moderate, self-reported evidence of enacted PCK revision, underscoring the need for longitudinal corroboration.
Learning Preferences and Self-Directed Practices among Female EFL Learners in an Indonesian Residential School Eltina Agustina Maromon; Jofret Umbu Soru Peku Djawang; Yakob Metboki; Alfred Snae
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.v10i2.35604

Abstract

The learning preferences of female English as a foreign language (EFL) learners in economically disadvantaged and culturally diverse secondary-school settings remain underexamined, particularly in relation to self-directed learning. This study investigated the predominant learning-style modality among female students and examined how their preferred learning activities supported self-directed learning. Employing a quantitative descriptive design, the study involved 30 female students purposively selected from a Christian residential secondary school in East Nusa Tenggara, Indonesia. Data were collected using a 23-item questionnaire covering visual, auditory, and kinesthetic learning activities alongside self-directed practices and rated on a five-point frequency scale. Descriptive percentage analysis showed that kinesthetic activities received the highest combined proportion of “always” and “often” responses (53%), followed by visual (48%) and auditory activities (47%). Particularly strong endorsement was recorded for preparing drafts before completing tasks (83.3% always/often), learning through experimentation and using task examples (70.0% each), revising and evaluating completed work (66.7%), elaborating learning materials at home (66.7%), and maintaining a home-study schedule (63.3%). These practices indicate that active engagement was intertwined with planning, task execution, monitoring, and evaluation—core processes of self-directed learning. Nevertheless, the distributions across all three modalities reveal a multimodal rather than exclusively kinesthetic profile. The findings therefore support instructional designs that combine visual resources and oral explanation with substantial opportunities for practice, experimentation, planning, and reflection.
Learning English with Developmental Language Disorder: An Integrative Review of EFL Outcomes, Learner Factors, and Classroom Interventions Rizky Anugrah Putra; Karmila Machmud; Muziatun; Usman Pakaya
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.v10i2.35880

Abstract

Developmental language disorder (DLD) creates persistent difficulties in language learning, but evidence about its implications for formal EFL education remains fragmented. This systematic literature review with structured narrative synthesis examined English-learning outcomes among school-aged learners with DLD, factors associated with variation in attainment, classroom interventions, and limitations of the available evidence. Searches completed on August 19, 2026 covered ERIC- and PubMed-indexed records and selected publisher platforms, supplemented by backward and forward citation tracking. Peer-reviewed empirical studies published from January 2015 to August 2026 were screened against predefined eligibility criteria. Ten reports met the broader criteria: nine learner-focused studies formed the primary analytical corpus, while one teacher-awareness study provided supplementary contextual evidence. Data were extracted using a structured framework and synthesized narratively across EFL attainment, learner and exposure factors, multilingual and cross-linguistic relationships, and classroom interventions. The findings show that DLD does not preclude EFL learning, but development was often slower or less stable across vocabulary, grammar, word recognition, and narrative production. Outcomes varied with first-language abilities, cross-linguistic similarity, cumulative exposure, affective factors, task demands, and instructional support. Explicit grammar teaching, cognate instruction, multimodal support, repetition, and plurilingual comparison produced promising gains, although transfer to spontaneous communication and long-term retention remained limited. The evidence base was methodologically heterogeneous and concentrated in a small number of European special-education settings. The review therefore supports inclusive EFL provision based on bilingual-informed assessment, differentiated instruction, and stronger teacher preparation while highlighting the need for longitudinal classroom research in more linguistically and geographically diverse contexts.
Beyond Repetition: Multimodal and Social Mediation of Vocabulary Learning through Minecraft Gameplay Videos among Young EFL Learners Aulia Kumalasari S. Putri; Joseph Ernest Mambu
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.v10i2.31954

Abstract

Although digital game-based language learning has received increasing attention, how watching gameplay videos creates vocabulary-learning opportunities for young EFL learners at home remains underexplored. This study examined how subtitled Minecraft gameplay videos on YouTube and family and peer interaction mediated children’s engagement with English vocabulary. A qualitative case study with descriptive corpus support tracked the regular home viewing of two siblings aged seven and eight for 30 days. Data comprised viewing histories, observational notes, video subtitles, and interviews with the children and their parents. AntConc analysis identified 50 frequently occurring lexical items, which informed a subsequent vocabulary-elicitation interview. Triangulation revealed that, across the interviews, the children recognized or contextually explained 31 target items. Recognition did not consistently correspond to raw frequency: words linked to visually salient actions, game objectives, emotional moments, or familiar experiences were more memorable than some highly recurrent but contextually less distinctive items. Subtitles appeared to connect spoken and written forms, while gameplay visuals supported meaning inference. Co-viewing, sibling or peer discussion, and the reuse of game-related expressions during play extended engagement beyond the screen. The findings suggest that the vocabulary-learning affordances of gameplay videos arise not from repetition alone but from the interaction of multimodal salience, learner interest, and social mediation. Given the two-case design and absence of baseline testing, these results indicate context-specific learning opportunities rather than causal effects. The study positions guided co-viewing and contextual discussion as promising ways to enrich informal digital EFL learning at home.

Page 42 of 42 | Total Record : 416

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