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ENGLISH FRANCA : Academic Journal of English Language and Education

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Published by Institut Agama Islam Negeri Curup

ISSN : 25803670 EISSN : 25803689 DOI : http://doi.org/10.29240/ef

Core Subject : Religion, Education, Social,

Religion Education Languange, Linguistic, Communication & Media Social Sciences

ENGLISH FRANCA : Academic Journal of English Language and Education is an International Jurnal that refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of English as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of English Language Teaching and Linguistics. This journal is an academic journal that published twice a year in May and November by Institut Agama Islam Negeri (IAIN) Curup.

Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa

Articles 203 Documents

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Exploring Research Trends of Online Learning for Developing English Reading Skills: A Bibliometric Analysis Dr. Prodhan Mahbub Ibna Seraj; Mohammad Hamidul Haque; Dr. Md. Asif Kamal
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.12661

Increasing research has demonstrated the importance of online reading for teaching and improving EFL students' reading abilities. However, there are few studies using bibliometrics to examine the literature and identify patterns in this field. This study aimed to identify significant trends within this field of research and to develop an intellectual overview of relevant scholarly work. Bibliographic data for 82 research publications published between 2008 and 2022 (February) were obtained from the Scopus database. Perish/publish, and the VOS viewer was used for data analysis. The publication trend was analyzed using bibliographic indicators, focusing on characteristics such as the most productive year, the top 10 most cited authors, document types, and prominent themes based on the frequently used keywords within the study area. The study's conclusions demonstrate that since 2017, the body of literature in this area has been continuously growing. However, during the COVID-19 epidemic in 2021, the number of research studies skyrocketed. Based on the findings of twenty studies, research was carried out on reading methods, the effects of online reading, and the distinctions between online and printed reading. In light of the aforementioned study, this paper concludes by attempting to outline some potential topics for further investigation.

English Teacher's Written Corrective Feedback on Students with Intellectual Disabilities' Writing Assignments: A Case Study Sahmiral Amri Raja Guk Guk; Rahmah Fithriani
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16200

Written corrective feedback plays an important role in supporting writing development, yet limited attention has been given to how it is adapted for students with intellectual disabilities in inclusive EFL classrooms. This study aims to examine the types of written corrective feedback provided by an English teacher and to explain how feedback is adapted to meet students’ cognitive and emotional needs. Employing a qualitative case study design, data were collected from eighteen writing tasks produced by three students with intellectual disabilities and one semi-structured interview with the teacher. Document analysis was conducted using Ellis’s feedback typology, while interview data were analyzed thematically to interpret pedagogical reasoning. The findings reveal a strong predominance of direct feedback, supported by selective correction, concrete modeling, and affective language. These practices reflect feedback adaptation that regulates cognitive demand, provides clear instructional support, and sustains student motivation. The study concludes that effective written corrective feedback in inclusive EFL contexts prioritizes functional meaning, clarity, and emotional safety to support meaningful participation in writing activities.

Examining the Relationship Between Social Media Usage, Self-Control, and GPA Among English Education Students at Sriwijaya University Annisa Aprianti; Alhenri Wijaya
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.14722

This study examines social media usage, self-control, and GPA among the English students at Sriwijaya University. The population of this study was 65 English students who enrolled in year 2021 and a purposive sampling was used to select ten participants with moderate to high self-control level. The data were collected, which were then statistically analyzed using Spearman’s rank correlation coefficient and interview was conducted via Zoom Cloud meeting. The result showed that there is no significant correlation between either social media usage or self-control and students’ GPA, which indicates that high social media use is not necessarily associated with lower academic achievement and self-control might have an indirect role in academic success by influencing factors such as time management. Students with moderate to high levels of self-control experienced social media’s negative effect and the enhancement of knowledge when used effectively. They also reported with confidence in maintaining social media use and prioritizing academic responsibilities by regulating strategies such as putting phones away, changing the environment, using phone features, TikTok screen time limit feature, and KiloNotes. The result contribute to discussions about how digital habits and learner characteristics may interact in more nuanced ways, suggesting the need for further research.

Challenges and Strategies of Hospitality EFL Lecturers in Implementing Industry-Based Learning within ESP Courses Faradillah Saputri; Ratna Ratna
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.14994

The rapid transformation of the hospitality industry in response to globalization and sustainability demands has placed new expectations on English for Specific Purposes (ESP) education. Within this evolving context, English as a Foreign Language (EFL) lecturers are required to bridge academic learning with professional practice through Industry-Based Learning (IBL). This study explored the challenges and strategies of hospitality EFL lecturers in implementing IBL within ESP courses in two Indonesian tourism polytechnics. Employing a qualitative descriptive approach, data were gathered through semi-structured interviews, classroom observations, and document analysis involving six EFL lecturers with direct experience in hospitality-based teaching. Thematic analysis revealed four interrelated themes: limited student readiness and linguistic confidence, inconsistent industry collaboration on sustainable practices, time constraints restricting learning depth, and pedagogical adaptation through scaffolding and reflection. These findings indicate that lecturers’ experiences are shaped by a continuous negotiation between institutional structures, industry realities, and the socio-emotional dimensions of teaching. The study highlights that successful IBL implementation depends not only on curriculum design but also on lecturers’ reflective and adaptive agency in managing authentic learning environments. Theoretically, the research contributes to the understanding of experiential and constructivist learning in vocational English contexts, while practically, it provides insights for strengthening collaboration among lecturers, institutions, and industry partners toward sustainable and contextually grounded hospitality education.

Transforming Writing Abilities Through Cooperative Learning Interventions at Senior High School Izza Nurbaladin Muhammad; Anita Triastuti; Ella Wulandari
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16140

This study aims to investigate the effectiveness of cooperative learning in improving the narrative text writing skills of EFL. high school students. A Classroom Action Research (CAR) design following the Kemmis and McTaggart model was employed, consisting of two cycles with two meetings each. The participants were 35 students (8 males and 27 females) from class XI IPA 2 at SMA Ali Maksum Krapyak, Yogyakarta. Data were collected using a writing assessment rubric developed by Jacobs et al. (1981), evaluating content, organization, vocabulary, language use, and mechanics alongside classroom observation sheets. Scores were analysed using descriptive statistics, including mean calculation, KКМ attainment percentage, and improvement percentage formulas, supplemented by qualitative observation data. The results showed a consistent and significant improvement across both cycles: the mean score rose from 61.57 (Cycle 1 pre-test) to 73.29 (Cycle 1 post-test), and further from 75.14 (Cycle 2 pre-test) to 81.71 (Cycle 2 post-test), yielding a total gain of 20.14 points. Qualitative findings also revealed improved student engagement, collaboration, and peer feedback skills. These results confirm that cooperative learning, implemented with structured roles and progressive scaffolding, is an effective strategy for developing writing competence in EFL senior high school classrooms.

Articulating Design and Pedagogical Needs for Technology-Integrated Folktale-Based English Materials Widya Rizky Pratiwi; Juhana Juhana; Lukytta Gusti Acfira; Nazirah Binti Md Yusof
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16180

The rapid integration of digital technology in English Language Teaching (ELT) has created new opportunities for learner-centered and culturally responsive instruction; however, speaking skills remain underdeveloped in many English as a Foreign Language (EFL) context. This study addresses this gap by articulating teachers’ design and pedagogical needs for technology-integrated folktale-based English materials, particularly to support speaking skills, learner autonomy, and cultural awareness. Employing a qualitatively driven needs analysis within the Define stage of a Research and Development (R&D) framework, the study involved a questionnaire administered to 38 junior secondary school English teachers, complemented by semi-structured interviews with nine teachers from urban, suburban, and rural contexts. Descriptive statistics were used to identify dominant needs, while thematic analysis provided interpretive depth. The findings reveal five priority needs: technology integration as a core instructional component, reinforcement of cultural values through folktales, speaking models and structured speaking practice, preference for visual and simple design, and the need for adaptation of existing materials. The study highlights that teachers prioritize pedagogically meaningful, user-friendly, and culturally grounded materials over technologically complex systems. These findings contribute theoretical, pedagogical, and methodological insights for developing context-sensitive, speaking-oriented digital English materials grounded in local cultural narratives.

The Correlation between Teacher Role and Student Perception of Kahoot! Usage in Reading Instruction Niken Purwani; Sari Hidayati; Hengki Kris Sanjaya
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16496

The traditional approach to teaching reading texts in senior high schools has often been met with a lack of enthusiasm from students. Moreover, learning and comprehending numerous English texts in the classroom might be very boring. Thus, students must complete tedious assignments, such as understanding the text, extracting the key ideas from each paragraph, and answering questions based on the given texts. As a result, educators are increasingly exploring alternative strategies to make reading instruction more interactive and engaging. Technological innovations have led to the development of diverse learning models, along with tools that can enhance the efficacy of the language teaching and learning process. Gamification is becoming increasingly widespread, particularly in technology-enhanced training, to motivate and engage students in the learning process. This study examines the integration of technology into classroom activities. Some teachers have initiated this technique to engage and stimulate student engagement in classroom activities, particularly during reading class. Kahoot! is a technology platform that has demonstrated significant value in the language classroom. It can serve as both a teaching instrument and an evaluative measurement. This study aims to evaluate the implementation of Kahoot! This quiz aims to enhance student engagement in reading assignments and examine how the teacher's role can effectively encourage student interaction by implementing Kahoot! This study presents a small-scale survey conducted with 63 students at SMAN 1 Cilacap, documenting their language learning experiences while utilizing the Kahoot! Quiz for reading assignments. The research employed a questionnaire with twenty items on a five-point Likert scale. The results indicate that nearly all participants had positive experiences while learning to understand the texts using Kahoot! quiz. The majority of participants reported being actively involved in language learning while using Kahoot! This platform facilitates student engagement and active participation in the language acquisition processes. As a result, it offers a more profound and enriching language acquisition experience.

Challenges and Perceptions of EFL Teachers in Indonesia towards the Implementation of the Flipped Classroom Model Handayani Handayani; Sukarno Sukarno
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.15400

The demands of communicative competence in English as a foreign language (EFL) education and the transition to an Independent Curriculum in Indonesia have encouraged the adoption of the flipped classroom model. Although theoretically this model is capable of improving students' autonomy and linguistic skills, there is a significant discrepancy between conceptual excellence and the reality of implementation in the field. This study aims to examine the real experiences and practical challenges faced by EFL educators in applying the flipped classroom model. Using a descriptive qualitative design, this study involved three experienced EFL teachers representing the junior high school, high school, and tertiary education levels. Data were collected through semi-structured interviews and analyzed using Thematic Analysis (TA). The results of the study identified four main challenge dimensions: (1) the surge in workload that forces teachers to transform into multimedia producers; (2) low autonomy and self-regulation of students in the asynchronous phase before classes start; (3) shifting dynamics of classroom interaction that demand the use of digital interventions; and (4) the emergence of emotional distance that drains the socio-emotional energy of educators. This study concludes that the sustainability of the flipped classroom model cannot rely on curriculum changes alone, but requires concrete institutional investment in the provision of digital infrastructure and Technological Pedagogical Content Knowledge (TPACK) training to prevent professional burnout in teachers.

Teacher Talk as Pedagogical and Moral Discourse in Indonesian Rural Islamic Schools. Cut Raudhatul Miski; Syahrul Ramadhan; Yuli Tiarina
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.15429

This study examines the role of teachers' speech acts as both a learning discourse and a medium for instilling moral values in rural Islamic schools in Indonesia through the integration of the IRF (Initiation–Response–Feedback) framework and Islamic communication principles (Qaulan). Using a qualitative descriptive design, data were collected through lesson recordings, classroom observations, and interviews with three teachers. The results indicate that classroom interactions are still dominated by the initiation stage, while student responses are brief and reactive, and teacher feedback is more evaluative than elaborative. Nevertheless, teacher talk consistently reflects Islamic communication values such as qaulan ma'rufan, qaulan layyinan, qaulan baligha, and qaulan sadidan through polite speech, clear instructions, and positive reinforcement that support student character development. The significance of this study lies in its contribution to enriching understanding of how classroom discourse in rural Islamic schools combines pedagogical and moral functions. These findings fill a research gap on the implementation of Islamic values in verbal classroom interactions and offer practical recommendations for improving teacher communication through the use of higher-order questions and elaborative feedback. This research is crucial for fostering more dialogic, inclusive, and meaningful learning in Islamic schools in rural contexts.

Employing Teacher Feedback as a Strategy to Mitigate Learners’ Speaking Anxiety: A Case Study Arif Rachman; Siti Aisyah; Kani Sulam Taufik
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16333

This study investigates the effect of teacher feedback on speaking anxiety among secondary school ESL students. Speaking anxiety is one of the major challenges faced by students when required to speak English in class, often hindering their oral communication development. The study involved 120 participants, consisting of 100 students and 20 English teachers. Employing a qualitative case study design, data were collected using three main instruments: semi-structured interview guidelines, a structured classroom observation checklist, and students’ reflective journal prompts. The interview protocol explored participants’ perceptions of feedback and its influence on their confidence and anxiety. The observation checklist documented the type, timing, tone, and delivery mode of teacher feedback, as well as students’ immediate behavioral reactions. Reflective journals captured students’ personal emotional responses to feedback during speaking activities. The findings reveal that supportive, empathetic, and constructive feedback significantly reduced students’ speaking anxiety, increased self-confidence, and encouraged active participation in oral tasks. A positive classroom atmosphere characterized by respectful teacher–student interaction further enabled learners to engage in speaking without fear of negative judgment. In contrast, harsh or overly critical feedback, particularly when delivered publicly, tended to trigger embarrassment and heightened anxiety. The study also highlights the importance of balancing corrective and supportive feedback while remaining sensitive to individual and gender differences, as students’ perceptions of feedback mediated its emotional impact and willingness to communicate. Teacher feedback functions not only as a pedagogical tool for improving linguistic accuracy but also as an affective support mechanism that shapes students’ emotional readiness to speak in a second language. Emotionally responsive feedback practices are therefore essential in ESL classrooms.

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Eka Apriani

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Editorial Team

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Google Scholar

Contact Name Eka Apriani

Contact Email efranca.journal@gmail.com

Phone +6282182803915

Journal Mail Official efranca@iaincurup.ac.id

Editorial Address Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location Kab. rejang lebong, Bengkulu INDONESIA

Abstract

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Contact Name
Eka Apriani

Contact Email
efranca.journal@gmail.com

Phone
+6282182803915

Journal Mail Official
efranca@iaincurup.ac.id

Editorial Address
Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location
Kab. rejang lebong,

Bengkulu

INDONESIA