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Muhsiyana Nurul Aisyiyah
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UIN Siber Syekh Nurjati Cirebon. Jalan Perjuangan, Karyamulya, Kesambi, Cirebon, Kota Cirebon, Jawa Barat 45131
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ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 25495089     EISSN : 25798170     DOI : http://dx.doi.org/10.24235/eltecho.v10i2
Core Subject :
ELT ECHO: The Journal of English Language Teaching in Foreign Language Contexts accepts research articles related to English language education. The journal welcomes contributions in the following areas: 1. Literacy; 2. Second and Foreign language acquisition; 3. Bilingualism; 4. Multilingualism; 5. Technology-Enhanced Language Learning (TELL); 6. Language teaching skills; 7. Language assessment; and 8. Curriculum and material development.
Arjuna Subject : -
Articles 155 Documents
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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.

Page 16 of 16 | Total Record : 155

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