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Teaching English as a Foreign Language Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 29619963     DOI : https://doi.org/10.12928/tefl
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope Aims • The journal provides a formal, well-organised forum for non-native-English scholars to make new academic contributions to research and practice in ELT on a global basis. • The journal serves as a hosting space for both native and non-native academics to share ideas and become involved in novel dialogues, with an emphasis on under-researched areas in the field. Scopes • Local teachers’ beliefs about various aspects of ELT theory and practice • Fresh insights into current debates and controversial topics • Shared research findings from both teachers and scholars in ELT, especially from an outer circle perspective • Case studies in local contexts that enhance the localisation of academic theories in ELT (such as the practice of the lesson study model that originates outside of the inner circle) • Recognition of local teachers’ voices, which are less heard of in the inner-circle discourse, and their practical classroom ideas that are less common but important to not overlooked • Rethinking the transferability of ELT theories across global context (such as the communicative doctrine, the meaning of autonomy, the practice of verbal participation, etc.) • Practical classroom experiments in language education that would expand teachers’ knowledge and skills • Identifying gaps and addressing new topics that have not been strong focuses in previous research discourse in education (such as the use of silence in teaching, the improved alignment between pedagogy and assessment, etc.)
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
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Search results for , issue "Vol. 4 No. 2 (2025)" : 5 Documents clear
Moroccan EFL students’ attitudes toward higher education reform: A TPB-based quantitative study Laabidi, Hicham; Lahnech , Chaimaa
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1528

Abstract

The rapid evolution of the educational field demands continuous adaptation and reforms to meet the changing needs of students and society. Recognizing this necessity, this study investigates freshmen EFL students’ attitudes towards a newly implemented higher educational reform and identifies areas of support and concern regarding the new curriculum changes. Understanding these attitudes is crucial for the successful adoption and long-term impact of this reform. This study aims to examine freshmen EFL students’ attitudes toward the reform and pinpoint areas of support and concern. A comprehensive survey involving 217 students was administered, with their responses analyzed across multiple dimensions including anxiety, confidence, liking, and perceived usefulness of the reform. The findings reveal that while the overall attitude towards the reform is positive, with a mean score of 3.9370, there are significant concerns about specific aspects, such as the removal of the Final Year Project (FYP). Neutrality regarding the reform's impact on job market readiness was also noted among a notable segment of students, reflecting uncertainty. Based on these results, it is recommended to enhance practical skills integration, offer structured orientation programs, and establish continuous feedback mechanisms to ensure the reform meets students’ needs effectively.
Liberate Hong Kong? Language, agency, and imagining political futures Wong, Ka Hang
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1705

Abstract

The slogan “Liberate Hong Kong, revolution of our times” (光復香港，時代革命) emerged during the 2019 protests as a symbol of solidarity and political aspiration among Hongkongers. Its prominence and subsequent criminalization highlight its role in debates over identity, governance, and self-determination. This article examines the discursive function of the slogan and its pedagogical implications within Critical English for Academic Purposes (CEAP), showing how language can challenge state narratives while fostering civic engagement. Using documentary analysis, the study combines Critical Discourse Analysis (CDA) with CEAP to trace the slogan’s role as a discursive act, drawing on political addresses, policy responses, and exiled initiatives. Findings indicate that the slogan operates as a counter-discourse to the Chinese Communist Party’s (CCP) reunification narrative. It constructs political agency and solidarity among participants. It also shapes imaginaries of political transformation, reflected in diasporic activism and proposals for alternative governance. By integrating CDA and CEAP, the study highlights the slogan’s dual political and pedagogical significance, demonstrating how language learning can intersect with civic imagination to promote critical engagement with governance, agency, and self-determination. Overall, the analysis underscores the interdisciplinary reach of applied linguistics and the capacity of discourse to enact social critique and envision political possibilities.
Self-regulated vocabulary learning in Indonesian higher education: Strategies, digital tools, and the awareness-action gap Jovita, Clarence; Daud, Afrianto; Tri Purwanti, Indah
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1706

Abstract

Vocabulary acquisition is a cornerstone of language proficiency, yet many university students face difficulties in managing their learning autonomously. Self-regulated learning (SRL) strategies offer potential for greater independence, but their actual implementation in English as a Foreign Language (EFL) contexts remains underexplored. This study examines the lived experiences of EFL students in applying SRL strategies for vocabulary learning, focusing on how they adapt these strategies to their individual goals, contexts, and challenges. A qualitative phenomenological design was employed, involving semi-structured interviews with 14 second-semester English Study Program students at Universitas Riau. Data were analyzed through thematic analysis, guided by Zimmerman’s SRL model. Three themes emerged. First, students flexibly applied SRL strategies by adapting Zimmerman’s framework to personal goals, moods, and contexts, though systematic goal-setting was often absent. Second, digital tools such as Duolingo, TikTok, and YouTube shaped personalized learning ecosystems that blended formal study with informal media, underscoring both creativity and the need for digital self-regulation. Third, students reported difficulties in sustaining consistent SRL due to challenges in time management, emotional regulation, and transforming receptive into productive vocabulary. The study highlights how EFL learners adapt SRL in dynamic and non-linear ways, extending Zimmerman’s model to digital and affective dimensions of vocabulary learning. Pedagogically, findings underscore the need for structured support to help students bridge the gap between strategic awareness and consistent application, while offering directions for future research on fostering resilient autonomous learning habits.
Sociolinguistic influences on nicknaming political leaders and connotations in media platforms: Reference from former presidents of Tanzania Borra, Edward Edward
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1721

Abstract

Nicknames are a fascinating issue to explore, acting as alternative of names or familiar forms of proper names, often reflecting personality traits, physical characteristics or relationship. In social interactions, nicknames add more meanings, represent sociality, identity, intimacy or social reputation. Though, a lot have been written on nicknames, little has been said to public figures. This study analyses the connotations of former presidents of Tanzania nicknames and their social political and implications. The qualitative study which informed by Symbolic Interactionism Theory. The data were carried on five (5) media, from which three were mass media, namely newspapers, radio and television. While on the hand of social media, YouTube and TikTok were involved to depict the presidents’ nicknames. In giving translation of the Presidents’ nicknames, semi-structured interview was combined to collect opinions about interpretations of those presidents’ nicknames. The findings in this study were presented thematically. It was revealed that Tanzanian presidents’ nicknames were given basing on the two main ways; formal and informal. It was seen that behaviours, characters, habit, physical appearances and residential areas were reasons behind for nicknames. Also, the findings indicated that each society interprets nicknames based on their social ideology and beliefs.
Students’ voices on how drama builds English-speaking confidence in an Indonesian university Pratolo, Bambang Widi; Dewi, Nuria Punjastala
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1748

Abstract

This qualitative case study examines how drama supports English speaking confidence among undergraduate students in an English Education Study Program. Data were obtained from video recorded analyses of three performances by seventeen students and interviews with six purposively selected participants. The analysis followed Braun and Clarke’s thematic procedures. Six themes emerged. Repeated practice strengthened confidence. Role play functioned as an emotional shield that reduced self-consciousness. Students experienced a shift from hesitation to greater fluency. Nonverbal behaviors signaled increased assurance. Peer support helped students regulate emotions during performance. Participants viewed drama as more engaging than conventional instruction. The findings align with Bandura’s self-efficacy theory and Krashen’s affective filter hypothesis. Drama provided mastery experiences, social models, persuasive feedback, and reduced anxiety, which supported language development. The study offers practical direction for curriculum design by recommending scaffolded drama tasks in speaking courses. Teachers are encouraged to use role play and impersonation activities to strengthen confidence. The study contributes contextually by examining a compulsory drama course in a private university, providing evidence of confidence gains that are transferable beyond elective drama contexts.

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