ETERNAL: English Teaching Journal
The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in the area of English language teaching and learnings, literature and research ETERNAL: English Teaching Journal particularly focuses on the main problems in the development of the sciences as follows: 1. Analysis studies 2. Application of theories 3. Research reports 4. Material developments and reviews
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<![CDATA[Deep Learning-based Interactive E-module to Enhance English Learning Motivation in Elementary School ]]>
<![CDATA[Nurhidayat, Eka]]>;
<![CDATA[Fakhruddin, Afief]]>;
<![CDATA[Budiarti, Yummi]]>;
<![CDATA[Kurnia, Eka]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2165
<![CDATA[This study investigates the impact of a Deep Learning-based interactive e-module on the motivation of primary school students learning English as a foreign language. A quasi-experimental design with a pre-test and post-test control group was employed, involving 60 fifth-grade students in West Java, Indonesia. The experimental group (n=30) used the Deep Learning-based module, while the control group (n=30) received traditional instruction. Motivation levels were measured using a validated questionnaire based on Self-Determination Theory, supported by interviews and classroom observations for qualitative insight. Quantitative analysis revealed a statistically significant increase in motivation among students in the experimental group (t(29) = 10.45, p < 0.001, d = 2.17), whereas the control group showed no significant change. Thematic analysis of interviews and observations confirmed higher engagement, enjoyment, and autonomy among students using the e-module. These findings demonstrate that Deep Learning technology, when applied thoughtfully, can create personalized, responsive learning experiences that foster intrinsic motivation in young learners. This study contributes to the limited body of research on AI-powered educational interventions at the primary level and offers practical implications for digital learning design in EFL contexts. Future research is recommended to explore long-term effects and broader implementation across diverse educational settings.]]>
<![CDATA[Undergraduate Students’ English Self-Efficacy and Technology-Assisted Self-Regulated Learning ]]>
<![CDATA[Sebayang, F Ari Anggraini]]>;
<![CDATA[Basri, Muh. Hasan]]>;
<![CDATA[Kobis, Dewi Christa]]>;
<![CDATA[Sanggelorang, Yulianty]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2408
<![CDATA[Greater access to learning sources resulting from the advancement of the Internet and information technology helps students regulate their learning habits and achieve specific learning targets, including English language learning. This study analyzed English self-efficacy and technology-assisted self-regulated learning strategies among undergraduate students and how the two variables correlate. A total of 510 undergraduate students at Sam Ratulangi University, Indonesia, participated in the study. Two sets of questionnaires, including the Questionnaire of English Self-Efficacy (QESE) and the Technology-Based Self-Regulated Learning Strategy Questionnaire (TSRLQ), were administered in data collection. The data analyses included descriptive statistics and bivariate Pearson correlation calculations. This study found a heterogeneous profile of English self-efficacy and technology-assisted SRL. Meanwhile, the Pearson correlation calculation results revealed that English self-efficacy was significantly correlated with technology-assisted SRL in a positive direction. Thus, this study suggests that more efficacious students are more likely to apply technology-assisted SRL in their English language learning.]]>
<![CDATA[Bridging Languages: How EMI Teachers Use Language-related Teaching Strategies in their Classrooms ]]>
<![CDATA[Meta Sekar Dewani]]>;
<![CDATA[Ragawanti, Debora Tri]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2634
<![CDATA[The rapid expansion of English-medium Instruction (EMI) in higher education worldwide presents opportunities and challenges, particularly in non-English-s contexts. While EMI aims to enhance global competitiveness, academic quality, and intercultural awareness, its implementation often faces language-related barriers affecting both students and instructors. This study investigated the language-related teaching strategies international EMI teachers employed to facilitate content delivery and enhance student comprehension. Specifically, it explored the instructional and regulative discourse strategies utilized in EMI classrooms. A case study approach was employed, focusing on two international EMI teachers at a private university in Indonesia. Data were collected through classroom observations, stimulated recall, and semi-structured interviews. Findings reveal that teachers used various instructional strategies, including demonstrations, visual aids, synonyms, and code-switching, to bridge linguistic gaps and support content comprehension. Regulative strategies such as building rapport and checking comprehension were also frequently utilized to create an inclusive learning environment. Teachers perceived these strategies as effective in mitigating language-related barriers and fostering engagement among students with varying English proficiency levels. This study underscores the importance of language awareness in EMI pedagogy and offers insights into effective teaching strategies for non-language faculty delivering content in English.]]>
<![CDATA[Enhancing Speaking Skills through Digital Storytelling: A case study ]]>
<![CDATA[Alaiksander, Abdurrasyiid]]>;
<![CDATA[Rokhayani, Atik]]>;
<![CDATA[Sulistyowati, Titis]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2780
<![CDATA[This research assessed how digital storytelling (DST) could enhance the junior high school students' oral proficiency skills in speaking the English language in the context of Islamic schooling in Indonesia. The research deployed a quasi – experimental design within the context of an Islamic school setting. The sample consisted of 64 students. 31 students comprised the experimental class who received instruction through the use of DST while 33 students made the control class who were taught using traditional instructional techniques. The data was collected through administered tests which assessed the students' speaking through various parameters. To understand the progress of the student's scores within the two groups the Wilcoxon signed-rank test was utilized. It was found out that all of the students improved in their speaking skills but the experimental group had higher scores. This shows DST has a high positive effect on students’ oral performance. DST gave positive impact on student's enthusiasm, teamwork and confidence in using the language was also noted. The students’ level of DST speaking discipline was high which suggests the technique is useful. The implications of this study point towards DST to strengthen the students’ motivation, performance and speaking competency.]]>
<![CDATA[Pre-Service EFL Teachers’ Perceptions of Formative Assessment Literacy in Indonesian ]]>
<![CDATA[Suherman, Andri]]>;
<![CDATA[Nazri, M. Adib]]>;
<![CDATA[Prasetyaningrum, Ari]]>;
<![CDATA[Agustina, Yulia]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2806
<![CDATA[The current study investigates the formative assessment literacy of Indonesian pre-service English teachers by adopting a sequential mixed-method approach. The survey data revealed that participants had a moderate level of formative assessment literacy (M = 3.02), with varying scores across three components. The conceptual domain scored the highest (M = 3.12), followed by the socio-emotional domain (M = 2.98) and the practical domain (M = 2.96). The second finding gained from the second part of the survey and from interview sessions indicated five different challenges encountered by the participants in practicing formative assessment. The issues raised by the participants were related to limited support from their institution, their heavy teaching workload, lack of digital literacy, their students’ low learning motivation, and the participants’ inadequate assessment skills and knowledge. Although this study has several limitations, it provides several implications, such as the urgency of providing training for teachers to help them improve their assessment literacy.]]>
<![CDATA[Exploring EFL Teachers’ Beliefs and Practices of Oral Corrective Feedback Across Different Grades ]]>
<![CDATA[Fauziah, Ulfa Dwi]]>;
<![CDATA[Andriyanti, Erna]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2845
<![CDATA[Oral corrective feedback is an essential part in learning English as a foreign language. Teachers' beliefs about oral corrective feedback generally underlie their practices, but some studies showed that sometimes there is a mismatch between teachers' beliefs and actual practices. Previous studies also found that students with different grades have different expectations about oral corrective feedback, making it important for teachers to understand it. Based on the previous findings, this study aimed to examine teachers’ beliefs and practices of oral corrective feedback for students across different grades. This study was a qualitative study, with data collection techniques using interviews and observations. The data was analyzed using thematic analysis. The participants in this study were two early secondary school English teachers located in Yogyakarta. The findings showed that teachers have a positive belief in the importance of oral corrective feedback. Teachers' beliefs about the oral corrective feedback timing match their actual practices. However, there was a mismatch between the strategies believed by grade 7 teachers and actual practices. It showed that teachers adjusted their oral corrective feedback strategies to the real conditions. Overall, the teachers’ practices produced positive uptake from students. This finding emphasized the importance of flexibility in the oral corrective feedback application according to the classroom context.]]>
<![CDATA[Linguistic Grooming in Higher Education: A Forensic Discourse Analysis of Power, Manipulation, and Symbolic Control in Academic Relations ]]>
<![CDATA[Elitaria Bestri Agustina Siregar]]>;
<![CDATA[Tantri Sari Safitry]]>;
<![CDATA[Maha, Rinto]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2863
<![CDATA[This study examines how language operates as a tool of manipulation in academic grooming within Indonesian higher education. Using a qualitative forensic-linguistic approach integrating Critical Discourse Analysis, Speech Act Theory, and Thematic Analysis, it analyses approximately 850 utterances from authentic lecturer–student communications, supplemented by interviews with six victims and one expert. The findings show that grooming unfolds through three interrelated linguistic mechanisms, affective persuasion, instrumental exploitation, and symbolic control, that gradually transform professional discourse into emotional dependency and compliance. Affective and instrumental lexis dominates grooming communication (71%), embedding coercion within rhetoric of care, mentorship, and professionalism, and producing discursive entrapment in which victims internalise control as trust. The study proposes a Forensic Linguistic Indicator Model (FLIM) for the early detection of grooming language, conceptualising academic grooming as institutionalised linguistic coercion and offering policy-relevant insights for safeguarding and prevention in higher education.]]>
<![CDATA[EFL Teacher’s Perspectives on Integrating AI into Reading Comprehension Teaching in Papua ]]>
<![CDATA[Purwati, Heni]]>;
<![CDATA[Rahmawansyah, Rahmawansyah]]>;
<![CDATA[Nugroho, Anggit Prasetio]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2917
<![CDATA[This study explores EFL teachers’ perspectives on integrating Artificial Intelligence (AI) technologies into reading comprehension instruction in Papua, Indonesia. This study employed a quantitative descriptive survey, conducted with 17 teachers from elementary, junior high, and senior high schools. Data were collected through an online questionnaire and analyzed using descriptive statistics. Findings showed that teachers were generally familiar with AI and express confidence in its use, particularly with widely accessible tools such as ChatGPT and Grammarly. Teachers viewed AI as beneficial for enhancing comprehension and providing personalized support, yet remained cautious about its potential to motivate students. Challenges on AI usage included lack of training, limited infrastructure, and ethical concerns such as plagiarism and student over-reliance. Teachers emphasized the importance of having access to AI-based tools, opportunities for peer collaboration, and focused professional development in order to overcome these challenges. The study indicates that although integrating AI has the potential to enhance reading comprehension, adoption of this technology is still at a transitional stage. Clear ethical standards, fair resource distribution, and teacher-centered training will all be necessary for successful implementation.]]>
<![CDATA[Analysis of Peer Feedback Effects on Students’ Achievement in Writing Fantasy Stories ]]>
<![CDATA[Noftriana Ciptaningdiah, Eka]]>;
<![CDATA[Aisyah, Siti]]>;
<![CDATA[Taufik, Kani Sulam]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2936
<![CDATA[This study aims to examine the effectiveness of peer feedback in improving Grade 11 students’ achievement in writing fantasy stories.. The research used purposive sampling with 36 participants. Employing a mixed-methods approach, the study combines quantitative analysis of pre-test and post-test writing scores with qualitative insights from questionnaires and interviews to examine both the measurable impact and students’ perceptions of peer feedback in writing fantasy stories. Quantitative results revealed a statistically significant improvement in students’ writing performance, with the mean score increasing from M = 87.86 (SD = 2.58) on the pre-test to M = 92.56 (SD = 2.27) on the post-test, representing an approximate 14,67% gain (p < .01). Qualitative findings reveal that students perceive peer feedback as beneficial for enhancing creativity, structure, and idea development in their fantasy stories, as well as for fostering critical thinking and collaboration. The findings suggest that integrating peer feedback into writing instruction can enhance both students’ linguistic skills and creative engagement.]]>
<![CDATA[Digital Storytelling with Scratch as a Pedagogical Tool to Enhance Reading Comprehension ]]>
<![CDATA[Agnes Widyaningrum]]>;
<![CDATA[Yulistiyanti]]>;
<![CDATA[Kasprabowo, Teguh]]>;
<![CDATA[Katharina Rustipa]]>;
<![CDATA[Rahayu , Endang Yuliani]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v7i1.2968
<![CDATA[Reading comprehension is a foundational skill underpinning students’ success in language learning, critical thinking, and academic achievement. However, many EFL learners experience difficulties engaging with extended and complex texts when reading instruction lacks creative and multimodal elements. This classroom-based study explores undergraduate English Literature students’ perceptions of using Scratch-based digital storytelling in a reading course at the English Literature Department of the Faculty of Law and Language, Universitas STIKUBANK. Grounded in constructivist learning and multimodal literacy theories, the study examines how the integration of technology, creativity, and narrative production is perceived to support students’ engagement with literary texts. Thirty-five students participated in a six-week digital storytelling project in which they digitally retold literary stories using Scratch. Data were collected through a validated 10-item questionnaire (Cronbach’s α = .94) and open-ended student reflections. The findings indicate that students perceived Scratch as an engaging platform that supported their understanding of story structure, character motivation, and thematic meaning. Students also reported increased collaboration, confidence, and enjoyment during reading activities. While the findings are perception-based, the study suggests that Scratch-based digital storytelling holds pedagogical potential for supporting students’ engagement with literary texts, interpretive processes, and digital literacy in EFL literature classrooms, thereby contributing to Sustainable Development Goal 4 (Quality Education).]]>
