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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 7 Documents
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Search results for , issue "Vol. 5 No. 1 (2026)" : 7 Documents clear
Exploration of collaborative partnership models for sustainable teacher education in Indonesia Wulandari, Ella; Moss, Julianne; Ure, Christine
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2164

Abstract

Research has shown that the link between coursework preparation and field experience is strong when future teachers work collaboratively with mentor teachers in practicum settings. Collaborative teaching is much needed as future teachers navigate classroom challenges in both online and offline learning. Collaborative teaching is however often seen only as practicum school’s responsibility and not a joint activity with shared goals between university and school that partner to prepare future English language teachers. This paper explores the perspectives of school and university based on the interviews with university supervisors and mentor teachers and related teaching documents. The data were gathered during a six-month practicum implementation in five public schools in Yogyakarta, Indonesia. Guided by Cultural-Historical Activity Theory, a thematic analysis was done to identify points of differences and similarities in the belief and practice of the supervisors and mentor teachers. The results showed that (mis)alignments of the objects, tools, rules, values and roles hamper the goals of the university and school partnership for preparing future teachers. Following CHAT framework, the study recommends that school and university need to align their expectations (object) from practicum activities and set consistent teacher preparation programs (tools, rules) across university and schools.
Peer tutoring in EFL higher education: Exploring students’ learning through the lens of Vygotsky’s Zone of Proximal Development Purwanti, Eko; Adli, Ghani Rifqi; Dwi Hatmanto, Endro; Agustina, Noor Qomaria
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2106

Abstract

English plays a crucial role in Indonesian higher education; however, traditional classroom practices often limit opportunities for personalized learning and active student engagement. This study examines peer tutoring as an alternative approach, drawing on Vygotsky’s Zone of Proximal Development (ZPD), which conceptualizes learning as the progression from what learners can do independently to what they can achieve with guidance from More Knowledgeable Others (MKO). Employing a qualitative design, this research explores how peer tutoring supports English language learning in an English Language Education Department at a private university in Yogyakarta. Two main themes emerged from the findings. First, peer tutoring fosters both cognitive and socio-affective development, as students demonstrate enhanced critical thinking, increased motivation, greater confidence, and stronger collaborative relationships within a supportive learning environment. Second, peer tutoring operationalizes ZPD through a structured scaffolding process, beginning with diagnosing learners’ current abilities (Zone of Current Development) and advancing their competence toward independent performance (Zone of Actual Development) through guided interaction, explanation, modelling, and feedback. This study contributes to the growing body of research on student-centered learning by demonstrating how peer tutoring functions as an effective pedagogical strategy that integrates sociocultural theory into practical classroom contexts, particularly in EFL higher education settings.
AI-assisted writing in EFL education: Students’ experiences with Quillbot Suryanto, Suryanto; Islami, Nuriyati; Alsolami, Turki; Shinjee , Bolormaa
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2120

Abstract

This study investigates undergraduate EFL students’ experiences using QuillBot in academic writing contexts. Employing a qualitative descriptive approach, the researchers conducted in-depth interviews with six students who regularly integrated QuillBot into their writing practices. The findings revealed three major themes: strategic use of QuillBot throughout the writing process, challenges encountered during its use, and emerging pedagogical innovations related to AI-assisted writing. First, students used QuillBot strategically during planning, drafting, revising, and editing to paraphrase sentences, improve grammatical accuracy, enrich vocabulary, and enhance textual coherence. Second, despite its benefits, students experienced several challenges, including meaning distortion, overly formal expressions, overreliance on AI-generated suggestions, and reduced personal writing voice. Third, the findings highlighted pedagogical innovation in AI-assisted writing, as QuillBot contributed to increased writing confidence, improved linguistic accuracy, reduced writing anxiety, and greater writing efficiency. The study also emphasized the importance of AI literacy training, ethical guidelines, and lecturer support to promote critical, reflective, and responsible use of AI-assisted writing tools in EFL learning contexts.
Exploring lecturers' perspectives on enhancing student employability in English education: Curriculum, pedagogy, and departmental support Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Purwanti, Eko; Pasandalan , Sittie Noffaisah
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2121

Abstract

While graduate employability has gained traction in higher education, its interpretation and operationalization in specific disciplines such as English Education have yet to be extensively examined. This study explored the lecturers’ perception of ways in which English Education Department can build the students’ employability through the curriculum, pedagogy and department support along with opportunities and challenges faced when embedding employability-oriented practices into the curriculum. This research used a qualitative design with multiple sites by interviewing ten lecturers of ten English Education Departments in Yogyakarta. Data were collected by conducting semi-structured interviews, which were then analyzed thematically. The results reveal that lecture staff see employability as something for the whole department to teach rather than an adjunct. The report highlights the need to diversify pathways through education, clarify and enhance the professional value of current learning activities, strengthen communication skills and soft skills cultivation, foster authentic and digitally mediated learning experiences, and invest in stronger external partnerships. But these efforts are limited by curriculum congestion, heterogeneous lecturer readiness, sparse institutional networks and tensions between labour-market pressures and disciplinary identity. The paper ends by arguing that in order to improve employability of English Education, coherent program-level co-ordination with sustained commitment at the department level is required.
Negotiating meaning in English as a lingua franca: IISMA awardees across Asian and European contexts Shaliha, Fathina; Gandana, Isti
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2124

Abstract

In line with the global trend of the internationalization of higher education, students are increasingly seeking educational experiences abroad. In this context, English as a lingua franca (ELF) plays a key role in navigating multilingual and multicultural environments. This study examines the experiences of six Indonesian students participating in the International Student Mobility Awards (IISMA) program, focusing on their use of ELF in Asian and European contexts. Using a qualitative case study design, with data collected through individual interviews and focus group discussion, the study highlights that familiarity with the host country’s language and cultural knowledge contribute to participants’ ability to communicate effectively. Participants’ experiences indicate the development of intercultural competence as they navigated linguistic and cultural differences. Two main themes emerged: (1) meaning-making through multilingual resources, and (2) negotiating understanding and misunderstanding in ELF contexts. The study offers implications for international education programs, particularly in strengthening language support and intercultural preparation to better equip students for global academic and social engagement.
What drives thesis advisor selection in the post-pandemic context? Evidence from a quantitative study Wijayati, Rifky Dora; Tarnoto, Nissa
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.1836

Abstract

The COVID-19 pandemic disrupted thesis advising practices in an English Language Education program at a private university, limiting interaction and communication between students and advisors. However, limited research has examined how these disruptions have reshaped students’ preferences in selecting thesis advisors in the post-pandemic context. Addressing this gap, this study aims to identify the key factors that drive students’ choices of thesis advisors and provide insights for improving advising practices. Data from 75 students were collected via an online survey and analyzed using descriptive and inferential statistics (correlation and ANOVA). The analysis focuses on five dimensions: subject matter expertise, access to academic resources, publication record and research productivity, teaching and supervisory experience, and communication quality. The findings indicate that subject matter expertise and access to relevant academic resources are the primary drivers of advisor selection. Publication record and research productivity also emerge as significant indicators of academic credibility, while supervisory experience in English Language Teaching (ELT) remains important. The findings suggest a shift toward prioritizing academic competence and research support, reflecting students’ adaptation to more independent and resource-driven learning environments. These results highlight the need for universities to strengthen research capacity, improve access to academic resources, and develop more responsive hybrid advising strategies.
Navigating pedagogical choices: Teacher decision-making in remote learning environment Herawati, Atti; Sugiharto, Setiono; Manara, Christine
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2132

Abstract

Decision-making is the fundamental teaching skill that is enacted in practice. The exploration of pedagogical decision-making by teachers in remote instructional settings offers valuable theoretical insights and practical contributions to the field of English Language Teaching (ELT). Thus, this study was aimed at exploring pedagogical decisions teachers make in their remote teaching practices. A qualitative, exploratory approach was employed, and virtual observation through Zoom Meeting or Google Meet served as the main data collection instrument. Five lecturers from five different private universities in West Java, Indonesia participated in this study, a sample size consistent with the in-depth, interpretive nature of qualitative inquiry. Observation notes and video transcripts were analysed using grounded theory through three coding stages. The study revealed that the majority of instructional decisions were strategically oriented toward maintaining student engagement and promoting seamless lesson progression. Translanguaging was dominant and employed by all participants. Among five decision types (rational, intuitive, dependent, avoidant, and spontaneous), spontaneous decision-making emerged as the most commonly utilized, in contrast to dependent and avoidant decisions, which occurred with considerably lower frequency. These findings contribute theoretically to the understanding of teacher cognition in digital contexts and practically to the preparation of teachers for responsive, reflective decision-making in remote ELT.

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