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Ani Wahyu Rachmawati
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jefltr@researchsynergypress.com
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Magister Program of English Education, Fakultas Keguruan dan Ilmu pendidikan, Universitas Mulawarman ,Gedung E1/B Lt. 2,Muara Pahu Kampus Gunung Kelua, Samarinda, Indonesia
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Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Published by Research Synergy Foundation
ISSN : 27764184     EISSN : 27764524     DOI : https://doi.org/10.31098/jefltr.v2i2
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
The scope mainly focuses on but not limited to: English language, theoretical, descriptive and applied English linguistics, language learning and teaching, structure and development of English across the globe, comparative linguistics, sociolinguistics, psycholinguistics, anthropological linguistics, computational linguistics, discourse analysis, English language for specific purposes, translation, English Language Teaching, Linguistics and Literature. It provides teachers, linguists, and other relevant researchers throughout the world with the opportunity for the exchange and dissemination of theoretical and practice-oriented papers dealing with advances in English Teaching, Linguistics and Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 64 Documents
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A Contrastive Analysis of English and Kanuri Vowels: Implication for EFL Pronunciation Muhammad-Gombe, Umar
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3603

Abstract

Teachers’ Perspectives on Flipped Learning: A Study of Secondary School EFL Instruction in Tunisia Bouzayenne, Amani
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3617

Abstract

This study investigates Tunisian secondary school EFL teachers’ attitudes toward flipped learning. It explores their perceptions of its effectiveness in promoting learner engagement, language skill development, and autonomy, as well as their views on challenges related to classroom adequacy, workload, and confidence in implementation. A quantitative descriptive design was employed with data collected through a structured questionnaire completed by 33 teachers. Descriptive statistics were presented using pie charts, box plots, and bar charts. Findings reveal that most teachers were familiar with flipped learning and expressed highly positive perceptions of its potential benefits for engagement, skill enhancement, and learner autonomy. However, many regarded it as unsuitable for the secondary school level. Teachers also reported low confidence in applying the method and expressed mixed opinions on its impact on workload. The study concludes that a gap persists between theoretical support for flipped learning and its practical adoption, largely due to contextual and infrastructural constraints. To address this, it recommends targeted professional training, greater access to technological resources, and the implementation of pilot programs to promote sustainable integration.
Hegemony and Resistance in The Hunger Games (2012): A Gramscian Discourse Analysis Zhafiira, Nadine; Suardi, Suardi
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3638

Abstract

This study investigated the representation of social position and hegemonic practices in The Hunger Games (2012) movie. The analysis focused on how the Capitol was portrayed as the ruling class and District 12 as the subaltern class, as well as how resistance emerged through counter-hegemonic actions. The study applied Antonio Gramsci’s concept of hegemony as the analytical framework and used a qualitative descriptive method to examine the characters’ dialogues. A total of 55 data points were identified, consisting of 13 related to social position, 38 representing different practices of hegemony, and 4 reflecting counter-hegemonic resistance. The findings revealed that the Capitol sustained dominance not only through political and economic control but also through cultural, ideological, and symbolic practices. At the same time, the acts of resistance performed by Katniss Everdeen demonstrated the possibility of class awareness and a challenge to hegemonic power. Beyond its theoretical contribution, this study also offered practical implications for English language teaching. Film dialogues from The Hunger Games could be used as authentic classroom materials to develop students’ critical literacy, encourage awareness of power relations in discourse, and promote reflective engagement with media texts. This highlighted the relevance of discourse analysis and critical pedagogy in fostering socio-political awareness among EFL learners.
EFL Teachers' Beliefs and Practices of Written Corrective Feedback in Responding to Students’ Senior Essay Report Writing Gebremichael, Gebreslassie
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3640

Abstract

This study mainly focuses on exploring EFL teachers’ beliefs and practices of written corrective feedback in responding to students' senior essay report writing at Aksum University, Ethiopia. Using a qualitative exploratory case study design, this study examines the teachers’ pedagogical beliefs, the strategies they use, the alignment between the teachers’ beliefs and practices and the challenges they experience in responding to students' written activities. Besides, the study is guided by a socio-cultural theoretical framework. Subsequently, findings reveal that EFL teachers recognize the value of written corrective feedback and believe that detailed and comprehensive feedback should be given constructively. However, practically, because of time limitations, large class size, and less engagement of students, they often focus on selective and indirect feedback strategies. In addition, the key challenges identified in this study include teachers’ uncertainty about the effective feedback provision strategies, lack of students’ engagement in the feedback process and inadequate feedback-based training. As a result, the study indicates that the external contextual constraints and those teacher–student related issues should be addressed so as to improve the practices of feedback provisions. Furthermore, findings of the study refine the existing theoretical debates about teachers' beliefs and their actual practices in the feedback process and the controversies in the written feedback literature. Finally, it is recommended that teachers should be given professional training, ensure students' active participation in the feedback process and policy-level intervention is needed to standardize written corrective feedback practices.

Page 7 of 7 | Total Record : 64

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