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TLEMC (Teaching and Learning English in Multicultural Contexts)
Published by Universitas Siliwangi
ISSN : -     EISSN : 25416383     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
This is The International Journal publishing in June and December every year. The journal of Teaching & Learning English in Multicultural Contexts (TLEMC) is a freely accessible, full text, peer-reviewed journal allowing for the dissemination of ELT in varying contexts (such as families, classrooms, schools, colleges, universities, communities, countries etc).
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Search results for , issue "Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)" : 2 Documents clear
DMC in EFL classroom: Its possible pedagogical values to develop students’ digital literacy and creative expression Emiliasari, Raynesa Noor; Emilia, Emi; Hermawan, Budi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.16325

Abstract

This study investigates the implementation of Digital Multimodal Composing (DMC) in an Indonesian EFL context, with particular attention to students’ composing processes and their application of the Grammar of Visual Design (GVD). Adopting a qualitative case study design, the study was conducted over one academic semester and integrated the Genre-Based Approach (GBA) with multimodal instruction. The participants were twenty-eight undergraduate students enrolled in an English Education program who worked in four groups to produce four digital posters as the final outcome of the Independent Construction stage. All posters were designed using the Canva application and represented different genres, including narrative, informative, and persuasive texts. Data were collected through classroom video recordings, field notes, and semi-structured interviews with six purposively selected students. The findings show that students were able to integrate visual, verbal, and spatial modes in their poster designs, demonstrating an emerging understanding of representational, interactional, and compositional meanings. While students initially experienced difficulties in balancing modes and making deliberate design choices, scaffolded instruction through the GBA stages supported their gradual development of multimodal awareness. The posters illustrate students’ ability to apply GVD principles in culturally relevant and socially meaningful contexts, highlighting the pedagogical value of DMC for fostering digital literacy, creative expression, and genre awareness in EFL learning.Keywords: Digital Literacy, DMC, EFL Classroom, GBA
A shared space for emotion: A poetic inquiry into Indonesian EFL students’ language learning experiences Fauziah, Fauziah; Jamaliah, Jamaliah; Diana, Novita
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.17932

Abstract

This poetic inquiry aims to explore Indonesian EFL students’ experiences and emotional landscapes in their English language learning process. In this study, eighteen Indonesian EFL non-English major university student participants were recruited following the ethical protocols. Data were collected through a combination of poetry and interviews, capturing a shared space where feelings, struggles, and aspirations can be voiced and collectively understood. A thematic analysis identified patterns and recurring themes in the poetry and interviews, enabling the participants to openly express how positive and negative emotions such as anxiety, pride, and hope shape their engagement with English and their evolving sense of self as language learners. The poetic process not only served as an interpretive method but also as an empathetic medium that honors participants’ voices while revealing the relational and affective dimensions of language learning. The study demonstrates how poetic inquiry functions not only as a representational device but also as an interpretive and relational methodology that enables nuanced access to learners’ affective worlds. By foregrounding poetic inquiry as both methodological and pedagogical practice, this research contributes to expanding approaches for understanding emotional and experiential dimensions of language learning in EFL contexts. Keywords: EFL learning experience, emotion, innovative pedagogy, poetic inquiry, poem

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