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ELT Forum: Journal of English Language Teaching
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 27214532     DOI : https://doi.org/10.15294/elt
Core Subject : Education,
Other
Final decision of articles acceptance will be made by Editors according to reviewers comments. Publication of accepted articles including the sequence of published articles will be made by Editor in Chief by considering sequence of accepted date and geographical distribution of authors as well as thematic issue.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 100 Documents
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Exploring the Factors of EFL Students’ Speaking Anxiety in the English Classroom: Systematic Literature Review Retno Widyawati; Muhammad Arif Al Hakim
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.54344

Abstract

For English as a Foreign Language (EFL) learners, speaking anxiety continues to be a major obstacle to successful language acquisition. This study looks at research trends, contributing factors, and coping mechanisms associated to speaking anxiety in EFL students using a Systematic Literature Review (SLR) and bibliometric analysis. The terms "Speaking Anxiety," "EFL Learners," "Foreign Language Anxiety," and "Classroom Anxiety" were used in a methodical search of the Scopus database for articles published between 2016 and 2026. Thematic analysis was used to qualitatively synthesize 30 articles that were chosen from 314 records using the PRISMA method. VOSviewer was used for bibliometric analysis, specifically for overlay visualization and keyword co-occurrence. The results demonstrate that both internal and external factors, such as low self-confidence, fear of making mistakes, insufficient language competency, fear of receiving a poor grade, and unsupportive classroom situations, have an impact on speaking anxiety. Supportive teaching methods, technology-assisted speaking exercises, group learning, consistent speaking practice, and self-control are all effective coping mechanisms. These results emphasize how crucial it is to combine learner-initiated self-regulation with teacher-facilitated support in order to lessen EFL speaking anxiety and enhance communicative competence.
Vocational High School Students' Perceptions and Needs of Digital Learning Materials Herlyna Cahya Ningrum; Sri Wahyuni
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.57667

Abstract

This study with topic digital learning materials result to explain vocational high school students’ perceptions of the usefulness of digital learning materials and to identify their needs for digital learning materials in English learning. This study used a descriptive qualitative approach with a qualitative survey design. The data were collected through a questionnaire distributed through questionnaire to 115 students who are in Grade X and XI at some private vocational high school in Semarang. The respondents came from different vocational classes, including Culinary Arts, Software Engineering, Fashion Design, and Visual Communication Design. The data were analyzed by organizing students’ responses, identifying important points, grouping similar answers, and interpreting them based on the research questions. The decision show that students generally had positive perceptions of need and use digital learning materials. They deliberated the digital learning materials useful because they helped them understand English lessons and supported the learning process. However, the improvement of English skills was still moderate, as many students felt that the materials only improved their skills a little. The findings also show that students needed digital learning materials that matched their vocational majors, included real-life and future job situations, and provided clear explanation. Therefore, digital learning materials for vocational English learning should be mobile-friendly, clear, practical, contextual, and relevant to students’ future plan career.  
Technology-Based Independent TOEFL Learning Through YouTube Among Non-English Majors Zuhriatul Aini; Ummi Nur Laila Sulistyani; Yuliati Yuliati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.57899

Abstract

The development of digital technology has transformed English language learning practices, particularly in independent learning environments. One of the most widely used digital platforms is YouTube, which provides flexible and accessible learning resources for English as a Foreign Language (EFL) learners. This study aimed to explore the strategies used by non-English major students in learning TOEFL Listening independently through YouTube and to examine how they manage their learning process through self-regulated learning practices. This research employed a qualitative descriptive exploratory design. The participants were non-English major students at Universitas Negeri Semarang who had experience using YouTube for TOEFL Listening preparation. Data were collected through questionnaires and semi-structured interviews. The collected data were analyzed using thematic analysis to identify patterns of learning strategies and technology-based learning behaviors. The findings revealed three major themes: cognitive strategies in understanding TOEFL Listening, metacognitive strategies in independent learning, and the use of YouTube as a technology-based learning platform. The students actively applied strategies such as focusing on keywords, replaying audio, using subtitles, and adjusting playback speed. The findings also showed that students practiced self-regulated learning through planning, monitoring, and evaluating their learning progress. In addition, YouTube was perceived as a flexible and supportive platform for independent TOEFL learning despite challenges related to native speaker speed, accents, and digital distractions. In conclusion, successful TOEFL Listening learning through YouTube depends not only on technology availability but also on students’ ability to manage their independent learning effectively.
Motivation and Overdependence on ChatGPT: A Correlational Study Among EFL Students ADINDA KARTIKA PUTRI; Suharyadi; Nur Hayati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.62018

Abstract

The rapid development of technology with the advent of AI tools such as ChatGPT in the field of education provides practical steps for EFL students, especially in assisting them in completing academic writing. However, there is still little research focusing on the relationship between student motivation and overdependence on AI tools. To determine the relationship between motivation levels and overdependence on ChatGPT to assist with academic writing among EFL students, the researcher employed a quantitative correlational study. The participants of this study were selected through a purposive sampling method, consisting of 26 EFL students who are currently taking or have completed an academic writing course. The questionnaire data were collected online via Google Forms. The analysis results indicated that there was no significant correlation between motivation levels and overdependence on ChatGPT among EFL students, as evidenced by a Sig. value of 0.454 (p > 0.05). It can be concluded that there are factors that have a greater influence than motivation on the level of EFL students' dependence on ChatGPT. Therefore, educational institutions and educators can establish structured guidelines for academic writing so that the use of AI in assignments can still be accountable and not violate academic ethics. Additionally, the limitations of this study include a small sample size and low variable variance. Therefore, future researchers addressing the same topic may consider adding or utilizing external variables and employing specific research methods to conduct a more in-depth exploration.
Reciprocal Teaching Assisted by Picture Series to Improve Students’ Reading Comprehension Gabriella Jovanka Waas; Galuh Kirana Dwi Areni
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.62339

Abstract

Many Indonesian junior high school students still struggle to comprehend English texts, considering the fact that reading comprehension is a crucial skill for learning the language. Although previous studies have displayed the effectiveness of Reciprocal Teaching and Picture Series, limited studies have investigated their combination in recount texts. Therefore, the objective of this study was to evaluate whether there was a significant difference between students taught using this approach and those taught traditionally, along with attempting to examine the impact of Reciprocal Teaching assisted by Picture Series on eighth-grade students’ reading comprehension. In this quantitative study, 60 eighth-grade students participated in a quasi-experimental non-equivalent control group design, with 31 students in the experimental group and 29 students in the control group. The data were collected through pre-test and post-test with 20 multiple-choice questions and analyzed using descriptive statistics, the Shapiro Wilk Test, the Wilcoxon Signed-Rank Test, and the Mann-Whitney U Test through IBM SPSS version 25. Both the control and experimental group significantly improved, according to the findings, however, the experimental group demonstrated more progress than the control group. Therefore, Reciprocal Teaching assisted by Picture Series may serve as an effective alternative for improving students’ reading comprehension of recount texts while encouraging interactive EFL reading instruction. 
Translanguaging practices among bilingual multiplayer online battle arena players in Indonesia Afida Nurul Isnaini; Izzati Gemi Seinsiani
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.62433

Abstract

MOBA matches leave players little time to conjugate instructions, although team talk must still do both tactical and interpersonal work. This qualitative case study examined how 15 bilingual or multilingual Indonesian players drew on Indonesian, English, and regional-language resources while playing Mobile Legends: Bang Bang and Honor of Kings. The data comprised participant observation, recordings of naturally occurring voice communication, field notes, and brief semi-structured interviews. Three reoccurring applications of translanguaging were found via an iterative thematic analysis. Players used Indonesian commands and common English game phrases to coordinate action swiftly. They utilised slang, compliments and certain terms from regional languages to establish connection. They employed comfort, apologies and redirection to de-escalate tension following errors or disputes. In the observed matches, mixed-language utterances were therefore tied to specific moments and communicative needs, rather than appearing as arbitrary switches between named languages. MOBA play is presented as a platform that reports on multilingual digital interaction and the context-sensitive use of English in out-of-school settings.
Enhancing Students’ Understanding to Literary Works Through Reader Response Approach Maria Johana Widayanti; Mohamad Ikhwan Rosyidi; Prayudias Margawati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.63229

Abstract

When students in Critical Reading class are able to follow a story quite well, they may still hesitate to explain what its meaning from their own perspectives. Herewith, the aim of Reader Response Approach was used to provide students with more opportunities to incorporate their experiences, questions, and personal reactions into literary reading were included some principles in course planning, classroom activities, and assessment, particularly when students explored social values presented in the stories. A qualitative case study was conducted using data from interviews, questionnaires, classroom observations, video recordings, lesson plans, and students’ written work. Students began by making predictions and asking questions. They then identified important passages, organized ideas, summarized the story, and reflected on what they had read. Their answers gradually moved beyond simply naming characters or identifying themes. They began to explain the reasons behind the characters’ decisions, connect events in the story with familiar situations, and use textual details to support their views. Social values such as friendship, cooperation, and solidarity also became easier to discuss when students connected these ideas to experiences with everyday life. Personal reactions were not treated as simple opinions; instead, students were encouraged to return to the text and reconsider the reason behind their particular view. The classroom experience suggests that reader-response learning can make literary reading more personal while still encouraging students to engage closely and critically with the text.
Students’ Perception of Using the Literal Translation Method to Translate Descriptive Text Farid Akhbar Fardillah; Ummi Nur Laila Sulistyani
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.63476

Abstract

Literal translation is commonly used by student translators because it helps them retain the words and sentence structures of the source text. However, its use in translating descriptive texts can become problematic when closely following the original structure leads to unnatural or inappropriate expressions in the target language. Drawing on Newmark’s concept of literal translation, this study explores university students’ perceptions of the effectiveness, challenges, and pedagogical value of literal translation. A qualitative approach was employed involving students from the English Department of a state university. Data were gathered through semi-structured interviews and open-ended questionnaires and analyzed thematically. The analysis focused on source-text fidelity, structural accuracy, naturalness, contextual appropriateness, and communicative purpose. The findings show that students find literal translation helpful for maintaining accuracy, understanding sentence structures, and learning vocabulary. However, they also experience difficulties in producing natural and effective translations. These findings suggest that literal translation is most useful when applied selectively, balancing fidelity to the source text with the communicative purpose of the target text.
Mapping thematic evolution and pedagogical strategies of Generative AI in EFL writing Khofifah eva Septyana; Kushardiyanti Novinda
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.63608

Abstract

The mass adoption of Generative AI has brought a massive landscape shift in academic writing for EFL students. This technology acts as a powerful cognitive scaffold for students on finishing their academic writing tasks such as brainstorming ideas, checking grammar accuracy, paraphrasing a sentence and as sparring partner. Nevertheless, the tools also act as double-edged sword because its comprehensive aid that triggers the scaffolding paradox, cognitive offloading, ethical issue or academic integrity. However, these perspectives remain distributed across several research domains, making it harder to understand how the field is developing as an integrated research area. The study employs a hybrid study design using bibliometric informed scoping review to examine the thematic structure and the development of research on generative AI in EFL academic writing. The research aims to quantitatively map the thematic evolution of AI in EFL writing globally from 430 Scopus-indexed articles from January 2023 to June 2026, and also qualitatively synthesize the condition when AI act as substitute or act as cognitive behavior mechanism of overreliance on using Generative AI, and aims to offer a strategy or framework about practical AI literacy in EFL academic writing. Rather than treating Generative AI as inherently beneficial or harmful, it examines the emerging tension between AI as cognitive assistance and AI as a potential substitute for EFL learners. The study mainly proposes an evidence-informed conceptual framework that conceptualizes effective Generative AI assisted writing as a process in which this tool remains subordinate to learner critical thinking and judgment.
Exploring Students’ Experiences in Project-Based Learning to Improve Their Speaking Performance Huzani Huzani; Bambang Yudi Cahyono
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.42569

Abstract

The purpose of this research is to investigate the experiences of three university students with Project-Based Learning (PjBL) and how it affects their speaking development, in terms of confidence, fluency, and idea organization. This study aims to understand how students respond to PjBL activities, the experiences they gain, and the challenges they face. A qualitative approach was applied using in-depth interviews to collect data. The three participants were purposively selected to gain an in-depth understanding of their experiences rather than generalization. The findings show that PjBL contributes to students’ speaking development, especially in confidence, fluency, and idea organization. It also creates a student-centered learning environment where learners actively engage in meaningful communication. However, students still face challenges such as time management and group coordination. Overall, this study highlights that PjBL can support speaking skill development and emphasizes the importance of teacher guidance and feedback in improving students’ speaking performance in English language learning.

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