cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Edy Waloyo
Contact Email
edywaloyo@uinssc.ac.id
Phone
+6282328908307
Journal Mail Official
eltecho.syekhnurjati@gmail.com
Editorial Address
Faculty of Education and Teachers Training Building, UIN SIber Syekh Nurjati Cirebon. Jalan Perjuangan, Karyamulya, Kesambi, Cirebon, Kota Cirebon, Jawa Barat 45131
Location
Kota cirebon,
Jawa barat
INDONESIA
ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 25798170     EISSN : 25495089     DOI : https://doi.org/10.24235/qacbdy09
Core Subject :
ELT Echo: The Journal of English Language Teaching in Foreign Language Contexts (ISSN: 2579-8170 | e-ISSN: 2549-5089 ) is a peer-reviewed and open-access journal dedicated to English language education. The journal is published twice a year, in June and December, by the English Language Teaching Department, UIN Siber Syekh Nurjati Cirebon. It provides an academic platform for researchers, lecturers, teachers, practitioners, and scholars to disseminate research findings, scholarly works, and innovative perspectives in English language teaching and related areas. The journal accepts original research, conceptual studies, and best-practice articles related to English language education, including literacy, second and foreign language acquisition, bilingualism, multilingualism, Technology-Enhanced Language Learning (TELL), language teaching skills, curriculum and material development, language assessment, and corpus linguistics.
Arjuna Subject : -
Articles 163 Documents
 13   14   15   16   17 
PODCAST-MEDIATED LISTENING INSTRUCTION IN EFL CLASSROOMS: EVIDENCE FROM BBC LEARNING ENGLISH IN INDONESIA Dita Aprida; Huriyah; Edy Waloyo
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 11 No. 1 (2026): JUNE 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v11i1.24594

Abstract

This  study  aimed  to  investigate  the  effect  of  BBC  Learning  English  podcasts  on  students’  listening  comprehension  in  English  as  a  Foreign  Language  (EFL)  classrooms.  The  research  employed  a  quantitative  approach  using  a  quasi-experimental  design  involving  an  experimental  class  and  a  control  class  at  one  public  junior  high  school  in  Cirebon  during  the  2025/2026  academic  year.  The  participants  were  eighth-grade  students  categorized  as  intermediate  EFL  learners.  The  data  were  collected  through  pre-test  and  post-test  listening  comprehension  tests  to  measure  students’  ability  in  understanding  spoken  English.  The  experimental  class  received  listening  instruction  using  BBC  Learning  English  podcasts,  while  the  control  class  was  taught  using  conventional  textbook-based  listening  materials.  The  findings  showed  that  the  mean  score  of  the  experimental  class  increased  from  42.58  to  66.77,  whereas  the  control  class  improved  from  42.78  to  54.81.  Furthermore,  the  independent  samples  t-test  revealed  a  significance  value  of  0.007,  which  was  lower  than  0.05,  indicating  a  significant  difference  between  both  groups.  The  study  concludes  that  BBC  Learning  English  podcasts  had  a  positive  and  significant  effect  on  students’  listening  comprehension.  Therefore,  BBC  Learning  English  podcasts  can  be  used  as  an  effective  and  meaningful  listening  learning  resource  for  intermediate  EFL  students.
UNDERGRADUATE EFL STUDENTS' VOICES OF AI-ENHANCED PREZI FOR ACADEMIC PRESENTATIONS Dila Charisma; Finita Dewi; Fitri Aprianti; Ainun Rameyza Elya
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 11 No. 1 (2026): JUNE 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v11i1.24653

Abstract

The rapid integration of artificial intelligence (AI) into educational technologies has transformed how English as a Foreign Language (EFL) students prepare and deliver academic presentations. Although Prezi has gained recognition for its AI-assisted design and interactive presentation features, limited research has explored how undergraduate EFL students perceive its combined AI and video capabilities in supporting oral presentation skills within higher education. This study aimed to investigate students’ perceptions of using Prezi as an AI-enhanced presentation tool for academic speaking tasks. A qualitative research design was employed involving 27 undergraduate students enrolled in an English Education program at a Muhammadiyah university in West Java, Indonesia. Participants were selected through purposive sampling based on their experience using both Prezi and Prezi Video in an Educational Technology course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed five major themes: initial adaptation to the platform, perceived benefits of AI-assisted design, enhanced organization and speaking fluency, increased presentation confidence through visual support, and challenges related to internet dependency and platform usability. Overall, participants perceived Prezi as a valuable tool that facilitates academic presentation, language development, and digital communication competence despite several technical constraints. These findings suggest that integrating AI-enhanced presentation tools into EFL instruction can promote more engaging and effective speaking practices when accompanied by adequate technological infrastructure and pedagogical guidance.
TEACHERS' STRATEGIES, IMPLEMENTATION, AND CHALLENGES IN DEVELOPING CRITICAL THINKING IN ESP CLASSROOMS Amroh Umaemah; Mohammad Rizqi Ulul Yazidane; Hendi Hidayat
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 11 No. 1 (2026): JUNE 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v11i1.24739

Abstract

Vocational high school students are expected to develop English competence that supports future workplace communication, yet English for Specific Purposes (ESP) instruction is often reported to emphasize vocabulary and grammar over reasoning and problem solving. This study investigates the strategies teachers use to develop students' critical thinking in ESP classes and how these strategies are implemented and adapted across classroom contexts, as well as the challenges teachers face in integrating critical thinking into ESP instruction. A qualitative case study design was employed, with data gathered through structured interviews with two ESP teachers and non-participant classroom observations in Grade X and Grade XI vocational classes (Light Vehicle Engineering/TKR and Computer and Network Engineering/TKJ) at a vocational high school in Cirebon, Indonesia. Data were analyzed thematically by comparing interview and observation evidence. The findings indicate that teachers relied primarily on teacher explanation, questioning for comprehension checks, writing tasks, presentation tasks, language scaffolding, and classroom adaptation, with occasional planned discussion or problem-based tasks; implementation and adaptation occurred mainly at the level of instructional delivery, such as pace, guidance intensity, and language choice, rather than through differentiated task design. Teachers also faced challenges including students' limited English proficiency, teacher-centered instruction, uneven participation, low speaking confidence, and limited critical feedback, reflection, and revision opportunities. The study concludes that while teachers' strategies supported comprehension and classroom participation, deeper critical thinking development requires stronger integration of field-related tasks, analytical questioning, reasoning-based feedback, and structured reflection.
EXPLORING THE ROLE OF AI TOOLS IN SUPPORTING SELF-REGULATED LEARNING AMONG HIGH-USAGE EFL STUDENTS Sandy Sandy; Farouk Imam Arrasyid; Siti Luruh Ayu Noerjanah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 11 No. 1 (2026): JUNE 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v11i1.24782

Abstract

Artificial Intelligence (AI) tools have increasingly become part of English as a Foreign Language (EFL) students’ learning practices, offering immediate support for understanding materials, completing academic tasks, and managing independent study. However, the lived experiences of high-usage EFL students in using AI tools to support self-regulated learning remain underexplored, particularly in Indonesian Islamic university contexts. This study explored the roles of AI tools in supporting self-regulated learning, students’ experiences and perceptions, and the problems and solutions related to AI-accelerated learning in EFL education. Using a qualitative transcendental phenomenological design, data were collected from five high-usage EFL students at UIN Siber Syekh Nurjati Cirebon through semi-structured in-depth interviews and digital artifacts. The data were analyzed using Moustakas’ phenomenological analysis. The findings showed that AI tools helped students understand English materials, plan learning strategies, monitor progress, evaluate learning outcomes, develop language skills, and maintain motivation. Students perceived AI as a flexible learning partner, yet they also faced inaccurate responses, overdependence, reduced critical thinking, and difficulties in using AI feedback. The study concludes that AI tools can support self-regulated learning when used responsibly as learning assistance rather than as a replacement for students’ personal effort.
BLENDED PROBLEM BASED-LEARNING: ENHANCING READING PERFORMANCE ACROSS SELF-EFFICACY LEVELS Hasna Fitri Labibah; Dwi Noviawan
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 11 No. 1 (2026): JUNE 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v11i1.24798

Abstract

Reading comprehension remains challenging for many English as a Foreign Language (EFL) students, particularly when instruction provides limited opportunities for active engagement and collaboration. Although Problem-Based Learning (PBL) supports active learning, limited research has examined its blended implementation in EFL reading while considering students’ self-efficacy. This study aimed to examine the effectiveness of Blended Problem-Based Learning (Blended-PBL) in improving reading ability across different self-efficacy levels and to explore students’ perceptions of its implementation. A quantitative quasi-experimental approach involved 32 undergraduate English Education students, classified into high self-efficacy (n = 16) and low self-efficacy (n = 16) groups. Data were collected through pre- and post-reading assessments, a self-efficacy questionnaire, and a perception survey. The data were analyzed using paired-samples t-tests and descriptive analysis. The findings showed improvement in students’ reading performance, while students generally perceived Blended-PBL positively, particularly in supporting motivation, collaboration, confidence, and problem-solving. The findings imply that Blended-PBL can serve as an alternative approach to EFL reading instruction by promoting active engagement and a collaborative learning environment while accommodating differences in students’ self-efficacy.
FROM DIGITAL STORIES TO BETTER READING: ENHANCING EFL STUDENTS’ READING COMPREHENSION THROUGH LET’S READ ASIA Ahmad Rifai; Syifa Vauziah Nasrudin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 11 No. 1 (2026): JUNE 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v11i1.24893

Abstract

Reading comprehension remains a challenge for many EFL students, particularly when classroom reading activities rely on limited and less varied learning materials. Digital reading resources such as Let’s Read Asia may provide more engaging opportunities for students to interact with narrative texts through stories and visual features. This study aims to investigate the effectiveness of Let’s Read Asia as a digital reading medium in improving EFL students’ reading comprehension of narrative texts. A quantitative approach with a quasi-experimental design was employed, involving an experimental class and a control class.  The samples of this study were 31 students of class IX A as the experimental class and 31 students of class IX C as the control class. Data were collected through pre-tests and post-tests using a reading comprehension test as the research instrument. The data were analyzed using descriptive statistics and an independent-samples t-test to determine the difference in students’ reading comprehension between the two groups. The findings showed that the mean score of the experimental class increased from 66.45 in the pre-test to 76.45 in the post-test. The statistical analysis also revealed a significant difference between the experimental and control groups, with a significance value of 0.037 (< 0.05). These findings indicate that the use of Let’s Read Asia was effective in supporting students’ comprehension of narrative texts. The findings imply that digital reading media can be integrated into EFL reading instruction to provide more varied, engaging, and enjoyable learning experiences and to support the development of students’ reading comprehension.
AI AS TEACHING PARTNER: EXAMINING EFL EDUCATORS' PRACTICES IN ONLINE READING COMPREHENSION Aldha Williyan; Ema Wilianti Dewi; Kautsar Kautsar
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 2 (2025): DECEMBER 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines how EFL teachers incorporate Artificial Intelligence (AI) into teaching reading comprehension in online environments, with a focus on its role in lesson planning, delivery, and evaluation. The research aims to understand the diverse ways educators adopt AI tools in their practices. Using a qualitative approach, involving interviews and classroom observations, the study captures teachers' experiences with AI integration. Findings reveal that AI enhances the personalization of reading materials, enables real-time feedback during lessons, and streamlines the grading process. However, the study also highlights differing attitudes toward AI, as some teachers prefer traditional methods, citing concerns about losing pedagogical control and the limitations of AI technology. The study concludes that, while AI holds significant potential for improving instructional practices, there is a clear need for professional development programs to help teachers effectively balance AI use with traditional pedagogical methods. Future research should investigate the long-term effects of AI on student learning outcomes, examine AI's influence on teacher-student interactions, and evaluate the role of professional development in supporting AI adoption in education.
DESIGNING SEQUENTIAL SPEAKING SYLLABI FOR HIGHER EDUCATION THROUGH AI-ENHANCED PBL Listiana Ikawati; Wakhid Nashruddin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 2 (2025): DECEMBER 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Indonesia's persistently low English Proficiency Index (EPI) is caused by limited literacy and traditional pedagogies, resulting in weak speaking competency. This study aimed to create sequential speaking course syllabi incorporating Artificial Intelligence (AI) into Project-Based Learning (PBL) to enable enhanced speaking skills in higher education. Employing a Research and Development (R&D) design streamlined from Borg and Gall into three phases consisting of preliminary study, development, and validation. The study collected data through focus group discussions, interview, document analysis, and expert verification. Three syllabi were constructed on Speaking for Daily Purposes, Speaking at Workplace, and Speaking for Academic Purposes that were aligned with CEFR levels B1, B2, and C1. Validation employed two experts: an AI expert and a PBL-speaking expert. Scores indicate high feasibility, 90, 91, and 89 in AI expert scores, and 79.7 in PBL-speaking expert scores across syllabi, which are in the "Very Good" category. Revisions were done to order material, incorporate projects, and coordinate assignments to sufficiently address speaking skills. The originality lies in incorporating CEFR-based progression and AI tools in PBL to create oral competence as well as digital literacy and autonomous learning. These syllabi present a model for incorporating technology-supported, student-centered approaches into language teaching. Future research should examine effectiveness through classroom trials and broader implementation to gauge learning impacts and scalability.
Exploring the Impact of Merdeka Curriculum with Deep Learning Approach on English Language Teaching Practices in Indonesian Secondary Schools Salvia Neysa Syakira; Ismah Fitri Wijaya; Bhaswara Rahmadani; Ismalianing Eviyuliwati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 2 (2025): DECEMBER 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explains the impact of the Merdeka Curriculum combined with a deep learning approach on English teaching methods at the Indonesian secondary school level. The data in this study were collected using qualitative methods, by collecting responses from 11 teachers using a Likert scale questionnaire and conducting semi-structured interviews with three teachers. The results of the study show that teachers consider the Merdeka Curriculum to be a more organized curriculum, particularly because of its simpler lesson planning framework and focus on conscious, enjoyable, and meaningful learning processes. Teachers also reported positive improvements in student participation and learning attitudes. However, there are still several major challenges related to the use of technology, self-learning, and self-discipline. In general, the shift from the Merdeka Curriculum to the Merdeka Curriculum with a Deep Learning Approach shows positive progress in teaching English.
AI-DRIVEN FEEDBACK IN ENGLISH WRITING ASSESSMENT: IS IT MORE EFFECTIVE THAN CONVENTIONAL FEEDBACK? RAHMATIKA KAYYIS
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 2 (2025): DECEMBER 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study compares the efficacy of artificial intelligence (AI)-generated feedback against traditional teacher-written feedback in improving the English as a Foreign Language (EFL) writing of university students. A quasi-experimental design was employed, involving two groups of learners (n=64) who completed pre-test and post-test writing assignments. The control group received conventional feedback from professors, while the experimental group received iterative, automated feedback from an AI tool during revision. The assignments were graded using an analytical rubric. Results indicated that both groups showed significant improvement; however, the AI-feedback group demonstrated substantially greater gains in overall writing quality, particularly in vocabulary, grammar, and textual organization. These outcomes suggest that AI-driven feedback facilitates more frequent and focused revisions, promoting greater student engagement with the writing process. The conclusion underscores the potential of AI tools to complement lecturer guidance, enhancing formative assessment practices. This integration presents significant implications for feedback design and writing pedagogy in EFL contexts.

Page 16 of 17 | Total Record : 163

 13   14   15   16   17 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 1 (2026): JUNE 2026 Vol. 10 No. 2 (2025): DECEMBER 2025 Vol. 10 No. 1 (2025): JUNE 2025 Vol. 9 No. 2 (2024): DECEMBER 2024 Vol. 9 No. 1 (2024): JUNE 2024 Vol. 8 No. 2 (2023): DECEMBER Vol. 8 No. 1 (2023): JUNE Vol. 7 No. 2 (2022): DECEMBER Vol. 7 No. 1 (2022): JUNE Vol. 6 No. 2 (2021): DECEMBER Vol. 6 No. 1 (2021): JUNE Vol. 5 No. 2 (2020): December Vol. 5 No. 1 (2020): June Vol. 4 No. 1 (2019): June 2019 Vol. 4 No. 2 (2019): December Vol. 3 No. 2 (2018): DECEMBER 2018 Vol. 3 No. 1 (2018): JUNE 2018 Vol. 2 No. 2 (2017): DECEMBER 2017 Vol. 2 No. 1 (2017): JUNE 2017 Vol. 1 No. 1 (2016): December 2016 More Issue