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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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Figurative Language in the English Voice Line of Zhongli from Genshin Impact Putri Delima; Putri Delima
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): 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.v14iSpecial Issue.30334

Abstract

Narrative immersion in games is thrilling and full of metaphorical language, with the goal of clarifying character characterization in order to leave an impact on players. This study looks at the usage of figurative language in the English voice dialogue of Zhongli, one of the Archons in Genshin Impact, to identify major categories and explain their rhetorical purposes. A qualitative content analysis technique was used to examine and categorize 35 voice dialogues based on Harris' (2018) taxonomy of figurative language, which included metaphor, metonymy, simile, personification, and allusion. The results show that metaphor is the most frequently used method, stressing themes of order, permanence, and memory. In addition, the study emphasizes how additional rhetorical strategies, like comparison and symbolism, promote Zhongli's philosophical character and expertise while also reinforcing the game's world-building. By comparing the research findings to previous studies conducted by Azzahra (2024) and Lie & Tedjaatmadja (2024), this study demonstrates that Zhongli's figurative expressions are specifically tailored to his character identity, presenting deeper interpretive value beyond structural categorization.
Integrating ICT-supported flipped classrooms for comprehension and critical analysis in English literature education: A literature review mohamad ikhwan rosyidi; Rudi Hartono; Sri Wahyuni
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.26204

Abstract

This literature review integrates information and communications technology in the context of English literature literacy instruction to carve deep understanding and critical analysis skills in learners. Flipped classrooms are analyzed for learner self-direction, thinking skills application, and sophisticated text engagement as per 21st-century educational shifts. Peer-reviewed research conducted from 2015 – 2025 was synthesized to study the integration of Information and Communication Technology in flipped classrooms and literature teaching for higher education. It challenges disparity in digital resource availability, attitudinal and competency issues of teachers toward technology, and the relevance of ICT resources to adopted pedagogy. This review explores the role of professional learning, organizational change, and collaboration in learning design toward the resolution of these issues. Despite the robust affordances of flipped classrooms for student engagement and higher-order thinking skill development, ICT-supported pedagogy optimized for engagement requires more deliberate efforts toward harnessed educator or lecturer willingness, planning, and adaptable implementations. The findings enhance recommendations for the reform of English literature curricula and demonstrate the promise of flipped learning in the teaching of English literature.
Investigating power in critical literacy pedagogy to develop critical language awareness Indah Arvianti; Sri Wuli Fitriati; Januarius Mujiyanto; Widhiyanto
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.34376

Abstract

Understanding persuasive language that presents certain groups or ideas as superior has become increasingly important in today’s rapidly changing global, technological, and socio-political landscape. People are constantly exposed to texts through education, the media, and institutions, which carry implicit ideologies and power relations. In this context, students need critical abilities that allow them to question how language influences beliefs, normalises dominance, and shapes social realities. However, reading instruction in many Indonesian classrooms still focuses mainly on literal understanding, providing few opportunities for students to develop critical language awareness. This gap underscores the need for critical literacy as a teaching approach that explicitly links language use to power and sociocultural contexts. Addressing this need, the present study examines how critical literacy pedagogy, grounded in the Four Dimensions Model, supports higher education students in recognising and analysing power relations embedded in texts. The study draws on a classroom-based critical literacy intervention, using artefact analysis and classroom observations to examine students’ engagement with texts through Lewison lens. The finding indicates that students moved beyond surface-level reading to identify identity construction, silenced voices, conflicting perspectives, dominant norms, and counter-narratives. Building on these findings, the study proposes a pedagogical framework that integrates text familiarisation, critical questioning, multimodal resources, authentic materials, and critical discourse analysis. Therefore, the implications of this approach underscore the necessity of fostering critical literacy to cultivate awareness and expose underlying power relations in contemporary global contexts
Navigating Authority and Dialogue: An Engagement Analysis of Academic Setting Discourse Aisyah Ririn Perwikasih Utari
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.34409

Abstract

In undergraduate thesis defenses, academic discussion involves finding a balance between showing expertise and encouraging open conversation. Participants need to present their ideas confidently while remaining open to feedback and new perspectives. This study looks at how monoglossic and heteroglossic language is used during thesis defenses. Using Martin and White's Appraisal Theory, it explores how examiners and students manage power dynamics through their language choices. The research focuses on one English Education thesis defense with three examiners and one student, analyzing how each person uses language to show authority and keep the discussion academic. The findings show that examiners often use questions and suggestions to open up discussion, while students use more certain statements when presenting but become more flexible in their language when answering questions. The study finds that power relationships shape these language choices, and that institutional hierarchy affects how people interact. These results highlight challenges in academic socialization and suggest ways to improve thesis supervision and preparation in universities.
Profiling Prospective EFL Teachers' Digital Literacies: Insights from Hague & Payton's Framework and Martin's Levels Dila Charisma; Fonny Dameaty Hutagalung; Rudi Hartono; Yuliati Yuliati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.34841

Abstract

As digital technologies become increasingly embedded in language education, digital literacy is now considered a fundamental competence for teachers. Nevertheless, evidence suggests that many prospective EFL teachers remain limited to functional uses of digital tools, highlighting concerns about their preparedness for transformative technology integration in the classroom. This study profiles the digital literacy of prospective EFL teachers by applying Hague and Payton’s eight dimensions alongside Martin’s three levels of digital competence. The participants were 26 sixth-semester students enrolled in the English Education Department of a private university in West Java, Indonesia. Data were collected through a structured questionnaire, a digital literacy test, and semi-structured interviews, enabling triangulation of self-reported practices, demonstrated skills, and lived experiences. The findings reveal that most participants were situated at Level 2 (Digital Usage), demonstrating confidence in functional applications such as Microsoft Word, Canva, and PowerPoint. Evidence of Level 3 (Digital Transformation) emerged most clearly in creativity and information search, where some students used Canva and CapCut for entrepreneurial projects or applied academic databases systematically. However, collaboration, communication, cultural awareness, and e-safety remained largely functional, reflecting transactional rather than transformative practices. These results highlight the uneven development of digital literacy, with student’s adept at using digital tools but less prepared to employ them critically and innovatively in pedagogical contexts. The study underscores the need for teacher education programmes to integrate reflective pedagogy, project-based tasks, and explicit training in evaluation, intercultural engagement, and online safety. Such interventions would support pre-service teachers in progressing from functional usage to transformative practice. Future research should expand the scope to larger and more diverse cohorts, as well as adopt longitudinal approaches to examine how digital literacy evolves as pre-service teachers transition into professional practice.
ChatGPT Use and Academic Integrity in EFL Academic Writing: Exploring the Association Among Master’s Students Nida Hasanah Putri; Nunung Suryati
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.v15i2.39602

Abstract

The rapid integration of generative AI in higher education has sparked intense debate regarding its potential to undermine student ethics. While concerns about academic dishonesty abound, empirical evidence linking AI dependency to actual integrity levels remains scarce, particularly in EFL contexts. Grounded in Academic Integrity Theory, this study investigated the correlational relationship between ChatGPT use and academic integrity among first-year EFL Master’s students. A quantitative design was employed using validated questionnaires to measure usage patterns and ethical conduct. Data from 25 participants were analyzed through normality testing, descriptive statistics, and Pearson product-moment correlation. Results indicated that students reported high levels of both ChatGPT use (M = 79.00) and academic integrity (M = 81.97). Crucially, the correlation between the two variables was weak and statistically non-significant (r = .326, p = .112), indicating that no statistically significant association was detected between ChatGPT use and academic integrity in this sample. These findings suggest that frequent AI engagement does not necessarily correlate with lower ethical standards among advanced EFL learners. The study highlights the potential for students to integrate AI responsibly and underscores the importance of institutions focusing on AI-literacy training.
AI use in writing Assignments: A case study of EFL learners at Takhar University Abdul Aziz Hakimi; Noor Mohammad Ahmadzai
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.42630

Abstract

Artificial intelligence (AI) has permeated nearly every aspect of our lives, playing a crucial role in academic writing. Although the use of AI by university students has become a common practice, few studies have specifically examined the extent and conditions of AI use in writing tasks among EFL students in a single university context. Therefore, this study focuses on the extent and conditions of AI use in writing tasks by EFL students at Takhar University. A quantitative research method was employed using a survey questionnaire containing 20 close-ended statements with 110 EFL students from freshmen to seniors. The study aimed to determine the extent of AI use in writing tasks and identify the conditions under which students use AI. The findings reveal that over 90% of students utilized AI across various writing tasks, including generating ideas, creating outlines, avoiding time-consuming work, and correcting grammar and spelling. Students reported using AI especially when faced with language barriers, overwhelming workloads, or when they felt uncomfortable seeking help from teachers. Based on these results, AI can be considered an unavoidable phenomenon in academic contexts, particularly in the field of writing. The findings could be beneficial and informative for teachers, university officials, policymakers, faculty members, and other pedagogical in-charges. Therefore, they should establish specific and comprehensive guidelines for appropriate AI use and develop short- and long-term educational programs to enhance AI literacy among students. This study is limited to one university, and future research could use qualitative methods to investigate teachers’ perspectives across the country.
Exploring the Influence of AI-Assisted Feedback on EFL Students’ Writing Performance and Self-Editing Skills Mamoon Alaraj
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.44934

Abstract

This study explores the influence of AI-assisted feedback tools, specifically Grammarly, on EFL students’ writing performance and self-editing skills in a university context. Grounded in Cognitive Process Theory of Writing (CPTW), this research adopts a mixed-method design. It combines both a quantitative analysis of pre- and post-tests and qualitative data from surveys and interviews. Sixty contributors were split into two cohorts: a traditional one receiving teacher feedback, and an experimental one using Grammarly during drafting and revision. Results indicate that the AI feedback students substantially outperformed their counterparts in the control group in writing quality, particularly in grammar, lexical range, and content organization. Additionally, students using AI-assisted tools demonstrated more frequent and strategic self-editing behaviors and reported increased autonomy and confidence. This study empirically bridges AI feedback tools with CPTW, revealing how they foster iterative self-editing and autonomy, a gap in EFL writing research. While teacher feedback remains essential for higher-order concerns, the integration of AI tools supports iterative revision and independent learning. This investigation emphasizes the educational value of mixing AI with conventional instruction and suggests implications for designing curriculum and developing instructional tools.
Using Nursery Rhymes To Improve Listening Comprehension Skill Farid Abdullah; Arif Suryo Priyatmojo
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.v15i2.47036

Abstract

This research investigates the effectiveness of nursery rhymes as an instructional strategy to improve the listening comprehension skills of fifth-grade students at SD Negeri 02 Pedurungan Kidul, Semarang, in the 2025/2026 academic year. Listening comprehension is a crucial foundation for language learning and successful communication, yet many elementary learners struggle to achieve adequate competence in this domain. To address this issue, nursery rhymes that are both age-appropriate and culturally relevant were integrated into the listening lessons, aiming to strengthen learners’ engagement, vocabulary acquisition, and interpretive skills. Employing a quasi-experimental design, the study compared two groups of fifth graders: one receiving conventional listening instruction and the other engaging with a nursery rhyme–based approach over a ten-week period. Data were collected through pre- and post-tests, classroom observations, and student feedback to assess comprehension progress, attention span, and motivation. Results indicated that the group taught with nursery rhymes achieved significantly better post-test outcomes, demonstrated greater concentration in listening activities, and reported more positive attitudes than the control group. The study suggests that the repetitive, rhythmic, and contextually simple nature of nursery rhymes makes them a valuable tool for developing listening skills in young EFL learners. The implications highlight the importance of adapting curriculum, enhancing teacher preparation, and applying innovative pedagogical practices.
Exploring the Challenges of Independent English Language Learning Among Non-English Major Students: A Qualitative Study Devy Angga Gunantar; Stefani Dewi Rosaria; Alfa Vivianita; Hernofika Laksmi Tatas Sulistyawati; Ameen Omran Saleh AlManafi
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.47648

Abstract

Students’ ability to learn English independently is a crucial skill required in the higher education learning environment, particularly for students outside of English language programs who have limited knowledge and hands-on experience with language learning and use in the classroom. Despite the importance of this, many students face difficulties and lack the know-how to organize, carry out, and sustain their own learning processes, indicating a lack of understanding regarding the barriers that limit student autonomy. This study examines the barriers and challenges faced by non-English major students, specifically those in the Bachelor of Agricultural Technology and Bachelor of Law programs, in developing their language skills, particularly in independent English learning. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document reviews, and then analyzed thematically. The findings of this study identified four main challenges faced by students in the undergraduate agricultural technology program and the undergraduate law program in the process of independent learning: first, they have low motivation to maintain long-term engagement in the learning process; second, the learning strategies they use are inappropriate and inadequate; third, they have limited access to learning resources; and fourth, they lack confidence in practicing and using English. These internal barriers are further exacerbated by external factors in their learning environment, including a curriculum focused solely on exam results without considering students’ learning experiences and institutional support that remains inadequate.

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